Influence of administrative practices on students’ academic performance in public primary schools in Rwanda, A case of Nyarugenge District

The purpose of this research was to investigate impact of school administration’ practices on students’ academic performance public primary schools in Rwanda, Case of Nyarugenge district, Rwanda. This research was supported with Human Capital Theory and Henry Fayol’s Theory of Management. The researcher used descriptive research design for data collections. The participants were students, teachers, Head teachers and parents. All respondents were 1456 including 56Headteachers, 280 teachers and 1120 students from public primary schools of Nyarugenge district, Rwanda.The findings revealed a significant correlation with a p-value of 0.000, which is less than the typical significance level of 0.05, indicating a very strong positive correlation. This high degree of positive correlation was further substantiated by the Karl Pearson correlation coefficient (r), which was calculated to be 0.909 means that the schools’ administration practices is highly appreciated to enhance students ‘academic performance. The findings indicated that all variables are coherent with the students ‘academic performance affected with different school administration practices as it is shown by the regression analysis model with Square of 0.826 means that the school administration practices were appreciated to enhance students ‘academic performance. Recommendation was made that Ministry of education should allocate additional funds to public primary schools, focusing on improving infrastructure, learning resources, and teacher training programs. Ministry of education should develop and implement policies that promote effective school administration practices, including incentives for schools that demonstrate improvement in academic performance. Rwanda basic education board should develop and disseminate clear guidelines and best practices for school administration, emphasizing the importance of creating a positive learning environment. Rwanda basic education board should encourage schools to adopt data-driven decision-making processes to identify areas for improvement and track progress. Headteachers should attend leadership training programs to enhance managerial and instructional leadership skills. Headteachers should foster a culture of collaborative planning among teachers, ensuring that curriculum development and implementation align with student needs.