Abstract
This study investigates the impact of instructional leadership techniques on students\' English language competency in Rwandan public secondary schools. The research involved 5660 students, 10 head teachers, 156 English instructors, and 5 local authorities\' educational officials. The study used both quantitative and qualitative methodologies to gather data. The findings showed that school resource management and teachers\' behavior and attendance demonstrate leadership skills. Additionally, improved student behavior and greater cooperation reflect student performance. Exam outcomes, good teaching and learning, teacher conduct, school resource management, and collaborations with the community and parents were found to be significantly correlated with student performance. However, the association was negligible. The study recommends that transformational leaders in Rwanda improve student performance by fostering a positive school climate, promoting professional development, and enhancing English proficiency.
Published Version
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