Leveraging school leadership: understanding the role of school leaders in the efforts to scale targeted literacy instruction in Rwanda
Project overview
This project explores the critical role of headteacher leadership in improving targeted literacy instruction within Rwanda’s education system. The study examines how headteachers influence teacher implementation of literacy pedagogy, identifying key leadership skills that drive this effect. It investigates why these skills are vital for both headteacher effectiveness and teacher performance.
Additionally, the study evaluates how Rwanda’s leadership support systems impact headteacher leadership and their ability to support teachers. Finally, it explores which aspects of leadership practices and support systems are scalable and transferable across Rwanda’s public education sector to promote system-wide improvements in literacy outcomes.
Fast facts
Principal Investigators: Nikhit D’Sa (PI); Alphonse Uworwabayeho, Fernanda Soares, Vincent Manirakiza (Co-PIs)
Time period: 2025-26
Host and partner institutions: The University of Notre Dame’s Global Center for the Development of the Whole Child (GC-DWC), University of Rwanda-College of Education