Principals’ Instructional Leadership in Teacher Professional Development and its Relationship with Students' State Examinations Performancein Bururi Province Schools,Burundi
| dc.contributor.author | Nzambimana, Onésime | |
| dc.contributor.author | Itegi, Florence M. | |
| dc.contributor.author | Okech, Daniel Otieno | |
| dc.date.accessioned | 2025-10-09T08:01:47Z | |
| dc.date.available | 2025-10-09T08:01:47Z | |
| dc.date.issued | 2024-12 | |
| dc.description | Article | |
| dc.description.abstract | Purpose: Studentswho sit for the state examinationsin Bururi Province have recently posted unsatisfactory performance. 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 wastoexplore the principals’ leadership in teacher professional developmentand itsrelationship with student’s performance in the state examinationsin secondary schools in Bururi Province. Methods: The transformational leadership theoryservedas the foundation for the present study. The research design for this study wasthe correlational research design. The target population was public secondary schools in Bururi province and the study involvedprincipals, teachers,and the provincial directors of education. The researcher used apurposive sampling technique to select11 boarding schools, all the principals,and the 6 provincial directors of education in the study while simple random sampling wasadopted to identify teachers who participatedin the study. Principals’andteachers'questionnaires, as well as interview guides for directors of education in Bururi province,wereutilized for collecting data. For quantitative data, Pearson Moment Correlation Coefficient wasused to identify correlations between the independent and dependent variables in this study. Qualitative data from the interview wasanalysed thematically. Results:The findings indicated that coordination of teacher professional developmenthad a positive and significant relationship with student performance in the state examination.Conclusion:The study recommends that principals should strengthen activities related to instructional leadership in coordination withteacher professional development. | |
| dc.identifier.citation | Nzambimana, O., Itegi, F. M., & Okech, D. O. (2024). Principals’Instructional Leadership in Teacher Professional Development and Its Relationship with Students' State Examinations Performancein Bururi Province Schools,Burundi. Journal of Education,4(8), 27-45. | |
| dc.identifier.uri | https://edinburgjournals.org/journals/index.php/journal-of-education/article/view/409/440 | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/31639 | |
| dc.language.iso | en | |
| dc.publisher | Journal of Education | |
| dc.title | Principals’ Instructional Leadership in Teacher Professional Development and its Relationship with Students' State Examinations Performancein Bururi Province Schools,Burundi | |
| dc.type | Article |