Murangira, Uwimana Ildegond
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After the independence in 1962 Rwanda’s education system was marked by adjustments and reforms in 1979 and 1981 which did not achieve the intended goals. Rather than correcting the errors of the colonial era, education remained very discriminatory and was not relevant to Rwandese society, culture and values, which resulted in the people losing their patriotism. This was one of the contributing factors to the genocide of 1994. Post 1994, the emergency phase enabled the re-launching of the education system. At present, education, as well as other sectors of national life, must follow the principles set out in Vision 2020. In this way, education shall play its role in the economic and socio-economic development of the country. However, it is claimed that, some schools especially secondary schools do not perform to the expectations that would drive the desire to meet the set objectives of vision 2020. The poor performance was attributed to lack of teacher leadership development in the teaching profession among other reasons, especially in the secondary school. The purpose of this study was to investigate and identify the challenges that hinder the teacher leadership development. In addition, the study sought to clarify what would be the favourable practices to enhance teacher leadership development in Rwandan High Schools. The researcher used a qualitative research approach and the focus of the study was on challenges in teacher leadership development. Kagarama Secondary School was used as a case study. The study established that although the ministry of education is doing all possible to rehabilitate and introduce change management in schools in efforts to create conducive environment in which teacher leadership capacities could develop, there are several challenges. These challenges include: lack of leadership development programs, lack of teacher promotional ladder, economic, socio-economic and cultural constraints, low remunerations and lack of meaningful professional development experience. The study made recommendations that would foster teacher leadership development in Rwandan high schools and probably in the region as a whole.
Leadership in education, Teaching profession