Contribution Of Instructional Supervision Practices By The School Authorities In Improving Learners Academic Performance In Private Secondary Schools Burera District Rwanda

This study aimed at assessing the contribution of instructional supervision practices on students’ academic performance in private secondary schools. The study was guided by three objectives which are: to assess the instructional supervision practices by school authorities’ private secondary schools, in Burera District; to analyse the learners’ academic performance in private secondary schools, in Burera District; to assess the contribution of instructional supervision, by school authorities, in improving learners’ academic performance in Burera District. The questionnaire was the main instrument of data collection and it was distributed to school mangers, deputy school managers in charge of studies and to teachers from private schools located in Burera District. The study used descriptive design as a research design. Quantitative method was used, and the data were analysed using Statistical Package for Social Science (SPSS) and then the findings were presented using tables. The first objective was to assess instructional supervision practices in private schools of Burera District during the period of 2017-2019. The results from the study revealed that instructional supervision practices by school authorities are various and effective in teaching and learning activities in private schools. The second objective of the study aimed at analysing students’ academic performance in private schools. The findings have shown that respondents had different views but the majority declared that it was good in the last three years. The third objective of this research was to assess contribution of instructional supervision practices on students’ academic performance in private schools in Burera District during the period of 2017-2019. The findings showed that instructional supervision practices done by school authorities contribute greatly on students’ academic performance. Ministry of Education through its institutions such as Rwanda TVET Board (RTB) and Rwanda Education Board (REB) together with Education Directorates at district level should continue to emphasize on practicing instructional supervisions by school authorities and provide school authorities with capacity building (training) on instructional supervision practices. Schools should continue to practice instructional supervisions to improve students’ academic performance. Teachers should continue to improve their teaching and learning methodologies for students’ academic performance improvement. Key words: Academic Performance; Instruction; Instructional Supervision Practices; Private Secondary School; Supervision and School authority