LEADERSHIP DEVELOPMENT CHALLENGES IN THE TEACHING
Date
2011-04-19
Authors
Murangira, Uwimana Ildegond
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
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.
Description
MM - P&DM
Keywords
Leadership in education, Teaching profession