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<p>This study examined how headteachers’ leadership influences implementation of differentiated instruction in public primary schools in Gasabo District, Rwanda. Despite Rwanda’s policy emphasis on inclusive and learner-centred pedagogy, limited empirical evidence exists on how school leadership translates these expectations into effective classroom practice. Guided by learning-centred leadership theory, the study explored leadership practices, challenges, and strategies associated with differentiated instruction. A mixed-methods approach was employed, involving quantitative data from 99 teachers, 37 Directors of Studies, and 37 headteachers, complemented by qualitative interviews with 15 headteachers. Quantitative data were analysed using descriptive statistics, while qualitative data were subjected to thematic analysis. The findings indicate that headteachers support differentiated instruction through professional development (M = 3.53–4.49, SD = 1.03–1.24), collaborative planning (M = 3.33–4.61, SD = 0.95–1.23), and the promotion of positive school climates (M = 4.35–4.50, SD = 0.06). However, implementation is constrained by large class sizes (M = 3.23–4.67, SD = 0.97–1.27), workload pressures (M = 3.00-4.56, SD = 0.96–1.21), and limited instructional resources (M = 4.12–4.72, SD = 0.89–1.03). Individualised coaching and Individualised Education Plan support remain relatively weak (M = 1.753.48, SD = 0.34–1.34), limiting effective responses to learner diversity. Qualitative findings revealed poor follow-up of professional development, instructional coaching, institutionalisation of teacher collaboration, and the absence of structured frameworks for differentiated instruction. The study concludes that while headteachers foster inclusive and supportive school environments, their influence on classroom-level differentiation remains constrained by structural and capacity-related challenges. Strengthening instructional coaching, sustained professional development, and equitable resource provision is essential for enhancing effective implementation of differentiated instruction in public primary schools.</p>

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Headteachers’ leadership in implementing differentiated instruction to address diverse learning needs in public primary schools

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月29日

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  • Grace Ukwigize,
  • Irénée Ndayambaje,
  • Jean Baptiste Ndagijimana

摘要

This study examined how headteachers’ leadership influences implementation of differentiated instruction in public primary schools in Gasabo District, Rwanda. Despite Rwanda’s policy emphasis on inclusive and learner-centred pedagogy, limited empirical evidence exists on how school leadership translates these expectations into effective classroom practice. Guided by learning-centred leadership theory, the study explored leadership practices, challenges, and strategies associated with differentiated instruction. A mixed-methods approach was employed, involving quantitative data from 99 teachers, 37 Directors of Studies, and 37 headteachers, complemented by qualitative interviews with 15 headteachers. Quantitative data were analysed using descriptive statistics, while qualitative data were subjected to thematic analysis. The findings indicate that headteachers support differentiated instruction through professional development (M = 3.53–4.49, SD = 1.03–1.24), collaborative planning (M = 3.33–4.61, SD = 0.95–1.23), and the promotion of positive school climates (M = 4.35–4.50, SD = 0.06). However, implementation is constrained by large class sizes (M = 3.23–4.67, SD = 0.97–1.27), workload pressures (M = 3.00-4.56, SD = 0.96–1.21), and limited instructional resources (M = 4.12–4.72, SD = 0.89–1.03). Individualised coaching and Individualised Education Plan support remain relatively weak (M = 1.753.48, SD = 0.34–1.34), limiting effective responses to learner diversity. Qualitative findings revealed poor follow-up of professional development, instructional coaching, institutionalisation of teacher collaboration, and the absence of structured frameworks for differentiated instruction. The study concludes that while headteachers foster inclusive and supportive school environments, their influence on classroom-level differentiation remains constrained by structural and capacity-related challenges. Strengthening instructional coaching, sustained professional development, and equitable resource provision is essential for enhancing effective implementation of differentiated instruction in public primary schools.