Factors influencing head teachers’ professional support practices for primary school teachers of Rubavu

Abstract

The head teachers play a key role in the development of adequate teaching through professional practices that aim at supporting teachers to do this noble profession of teaching. The head teachers professional support practices have been a concern for different scholars. This study aimed at exploring the factors that shape the head teachers’ professional support practices primary teachers of Rubavu district, Rwanda. The study was conducted in four randomly selected sectors in which eight schools were purposely selected, two per each of the four sectors, whose one head teacher was mentored on effective school leadership and another who did not benefit from mentorship. The study utilized the phenomenology research design under which interviews and desk review research tools were employed to gather all the information related to factors influencing the head teachers professional support to teachers. The findings were analysed using the thematic analysis technique. The study aimed to answer the following research questions: (i) What are the indicators and drivers for head teachers’ professional support practices to primary teachers? (ii) What are the enabling factors that shape head teachers to support primary school teachers in Rubavu District? (iii) How do head teachers assess the impact of their own support practices on teaching and learning, and student achievement? Three themes emerged from the first research question namely (1) the school direction as the main driver of the head teachers’ professional support practices to teachers, (2) the use of the school improvement plan as the specific booster of the head teachers’ professional practices towards teaching and learning, and (3) the contribution of leadership styles in the increase of head teachers’ professional practices. Under the second research question again three themes were found (1) the head teachers’ professional practices and activities related to supporting teaching and learning, (2) the head teachers’ failure to use English as a medium of communication to emphasize instruction and support to teaching and learning, (3) the school organization of teacher’s continuous professional development. Finally, under the third research question two themes were identified (1) The importance of head teachers’ continuous professional development in the enhancement of their professional capacity to provide support to teachers and learners; (2) Analysis and recognition of head teacher’s professional support to teachers and the impact generated through various activities. The research concluded that the main drivers of the head teachers professional support practices to teachers are of a paramount importance in order to support teaching and learning effectively. It was also concluded that head teachers’ awareness of the impact on their professional support is important in order to grasp where to put more emphasis. Finally, the head teachers’ empowerment on their professional needs and their practices play a great support to teachers if they are turned into the routine of the head teachers to impact the primary teachers.