Principals’ Instructional Leadership and Its Relationship with Students' State Examinations Performance at Public Secondary Schools in Bururi Province, Burundi
| dc.contributor.author | Nzambimana, Onesime | |
| dc.date.accessioned | 2025-08-29T08:45:51Z | |
| dc.date.available | 2025-08-29T08:45:51Z | |
| dc.date.issued | 2025-06 | |
| dc.description | A Research Thesis Submitted in Fulfillment of the Requirement for the Award of the Degree of Masters in Education (Educational Administration) in the School of Education and Lifelong Learning of Kenyatta University, June 2025. Supervisors 1. Florence M. Itegi 2. Daniel Otieno Okech | |
| dc.description.abstract | In Bururi province, Burundi, student poor performance in state examinations has turned to be an ongoing concern, raising doubts on the accuracy of principals’ instructional leadership in public secondary schools. This poor performance could potentially have a severe impact on the educational system and the subsequent transfer from secondary schools to higher education if it is not addressed. The goal of the current research was to determine the relationship between principals' instructional leadership and students’ performance in state examinations at public secondary schools in Bururi province, Burundi. The specific objectives were to : determine the relationship between principals’ leadership in teacher professional development and students’ performance in the state examination; establish the relationship between principals’ provision of instructional resources and students’ performance in the state examination; examine the relationship between principals’ leadership in lesson observation and the students’ performance in the state examination; and investigate the relationship between principals’ leadership in monitoring students’ learning and students’ performance in the state examination in secondary schools in Bururi Province. The transformational leadership theory served as the foundation for the present study. The research design for this study was the correlational research design. The target population was 11 public secondary schools in Bururi province and the study involved all the 11 principals, 319 teachers and the 6 provincial directors of education. The researcher used purposive sampling technique to select 11 boarding schools, all the 11 principals and the 6 provincial directors of education in the study, while the simple random sampling were adopted to identify 95 teachers who participated in the study. Principals and teachers' questionnaires, as well as interview guides for directors of education in Bururi province were utilized for collecting data. A pilot study was conducted in one of the schools since all schools fall in 888 the same category. Expert evaluation was used to guarantee the validity of the study tools, and Cronbach’s Alpha was used to establish reliability, with every variable reporting coefficient over 0.7. For quantitative data, Pearson Moment Correlation Coefficient was used to identify correlations between the independent and dependent variables in this study. Qualitative data from the interview was analysed thematically to complement the quantitative data. The findings indicated that coordination of teacher professional development had a positive and significant relationship with student performance in the state examination; principals’ provision of instructional resources had a positive and significant relationship with student performance in the state examination ; principals’ leadership in lesson observation had a positive and significant relationship with student performance in the state examination ; and principals’ leadership in monitoring students learning had a positive and significant relationship with student performance in the state examination. In light of the study's results, the study recommended that the principals should strengthen activities related to instructional leadership in coordination of teacher professional development; provision of adequate and relevant instructional resources; in lesson observation; and in monitoring students learning. | |
| dc.description.sponsorship | Kenyatta University | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/31304 | |
| dc.language.iso | en | |
| dc.publisher | Kenyatta University | |
| dc.title | Principals’ Instructional Leadership and Its Relationship with Students' State Examinations Performance at Public Secondary Schools in Bururi Province, Burundi | |
| dc.type | Thesis |