Head Teachers’ Management Practices and Dropout Rates in Public Secondary Schools in Gisagara District, Rwanda

Abstract

This study examined the influence of head teachers’ management practices on dropout rates in public secondary schools in Gisagara District, Rwanda. Specifically, the study investigated the effects of resource allocation, student discipline monitoring, individualized student support, and teacher supervision on dropout rates. The study was guided by Contingency Theory and Tinto’s Student Integration Theory. A cross-sectional survey design with a mixed-methods approach was adopted. The target population was 285 respondents (29 head teachers and 256 teachers), from which a sample of 166 respondents (17 head teachers and 149 teachers) was selected using simple random and purposive sampling techniques. Data were collected using questionnaires administered to teachers (response rate 100%) and interview guides for head teachers. Quantitative data were analyzed using descriptive statistics and regression analysis in SPSS, while qualitative data were analyzed thematically. The findings revealed that resource allocation (β = 0.974, R² = 0.949), individualized student support (β = 0.844, R² = 0.713), teacher supervision (β = 0.849, R² = 0.722), and student discipline monitoring (β = 0.622, R² = 0.387) each had a significant influence on dropout rates (p < 0.001), with resource allocation emerging as the strongest predictor. The study concludes that effective head teacher management practices play a vital role in student retention. It recommends timely and equitable resource provision, stronger discipline monitoring systems, wider individualized student support, and consistent teacher supervision.