Improve the education quality in your country and all over the world. Any developmental level depends largely upon how a population is educated!

1. i
KIGALI INSTITUTE OF EDUCATION
FACULTY OIF EDUCATION
DEPARTMENT OF PRIMARY EDUCATION
COMBINATION OF EDUCATION WITH GEOGRAPHY
A Dissertation submitted to the faculty of education in partial fulfillment
for the award of Bachelor s degree in Education with Geography.
Presented by: MASENGESHO Gallican Reg. No: 5884/09
MFASHWENIMANA Viateur Reg.No: 5891/09
Supervisor: Prof. Wenceslas NZABARIRWA (PhD)
Done at KIE 2011
PROBLEMS FACING THE EDUCATIONAL ADMINISTRATION
AT PRIMARY SCHOOL.A CASE STUDY OF MUNINI SECTOR/
NYARUGURU DISTRICT

2. ii
Declaration
We, MASENGESHO Gallican and MFASHWENIMANA Viateur, declare that this
research is our own work and has not been presented in any other institution of higher
learning for the award of bachelor s degree.
Date:
Gallican MASENGESHO
Signature
Viateur MFASHWENIMANA
Signature

3. iii
Approval
I, Prof. Wenceslas NZABARIRWA, certify that this work entitled Problems faced by
educational administration in Rwandan primary schools. Case study of Munini
sector/Nyaruguru district was done under my supervision.
Date:
Prof Wenceslas NZABARIRWA (PhD)
Signature

4. iv
Dedication
To Almighty God;
To the beloved members of our families,
Friends and colleagues;
Whose courage, love, support and contribution
were of great influence to the successful
completion of our studies,
This work is dedicated

5. v
Acknowledgement
This research is a result of joint efforts from various people who contributed to its
completion, register real gratitude to all of them.
Firstly our heartfelt thanks are addressed to Almighty God who kept us safe and
granted as peace throughout all our life.
Special and warmest thanks to our supervisor, Prof. Wenceslas NZABARIRWA for
his tireless encouragement, motivation, criticisms, guidelines and advices so as to
make this work more meaningful.
We acknowledge all KIE lecturers especially those of Education and Geography for
their important skills that they provided for four years of our academic life in KIE.
Our special thanks go also to our families, colleagues and friends for their
considerable either material or moral support to the completion of this work
particularly and to the achievement of our studies at large.
May God bless all of them!

6. vi
Abbreviation
KIE: Kigali Institute of Education
TTCs: Teacher Training Colleges
PCs: Parent committees
UNESCO: United Nations for Education, Scientific and Cultural Organization
CNDP: Centre Nationale de Development des Programmes

7. vii
Contents
Declaration ............................................................................................................... i
Approval.................................................................................................................iii
Dedication............................................................................................................... iv
Acknowledgement ................................................................................................... v
Abbreviation........................................................................................................... vi
Contents................................................................................................................. vii
LIST OF TABLES ................................................................................................. ix
Table of figures....................................................................................................... ix
Abstract ................................................................................................................... x
CHAPTER I. GENERAL INTRODUCTION....................................................- 1 -
I.1. Background of the study..............................................................................- 1 -
I.2. Statement of the problem.............................................................................- 2 -
I.3. Purpose of the study....................................................................................- 3 -
I.4. Objectives of the study ................................................................................- 3 -
I.5. Research questions ......................................................................................- 3 -
I.6. Hypotheses..................................................................................................- 4 -
I.7. Scope of the study.......................................................................................- 4 -
I.8. Significance of the study .............................................................................- 4 -
I.9. Organization of the study.............................................................................- 5 -
CHAPTER II: LITERATURE REVIEW ..........................................................- 6 -
2.1. Definition of key concepts ..........................................................................- 6 -
2.2. Administration, Leadership and Management .............................................- 8 -
2.2.1. Leadership Versus Administration .......................................................- 8 -
2.2.2. Difference between Leadership and Management.................................- 9 -
2.2.3. Difference between Administration and Management ........................- 10 -
2.3. Educational Leadership.............................................................................- 10 -
2.3.1. Concept..............................................................................................- 10 -
2.3.2. History...............................................................................................- 10 -
2.3.3. Leadership Theories...........................................................................- 11 -
2.3.4. Lewin's Leadership Styles..................................................................- 13 -
2.3.5. Transformational Leadership in Education.........................................- 14 -
2.3.5.1. Concept...........................................................................................- 14 -
2.3.5.2. How has the term "transformational leadership" evolved and what does it
mean?..........................................................................................................- 14 -
2.3.5.3. Goals of transformational leadership ...............................................- 15 -
2.3.5.4. What strategies do transformational leaders of education use?.........- 15 -
2.4. Administration of primary school education..............................................- 16 -
2.4.1. Purpose of educational administration................................................- 16 -
2.4.2. Characteristics of a successful school administration..........................- 17 -
2.4.3. Functions of educational administration .............................................- 18 -
2.4.4. Attributes of a Successful School Principal ........................................- 20 -
2.4.5. Responsibilities of school principal....................................................- 20 -
2.4.6. Qualities of a good educational administrator.....................................- 21 -
2.5. Problems of educational administration.....................................................- 23 -
CHAPTER III: RESEARCH METHODOLOGY...........................................- 25 -
3.1. Introduction..............................................................................................- 25 -
3.2. Research design........................................................................................- 25 -
3.3. Geographical location...............................................................................- 25 -

8. viii
3.4. Population ................................................................................................- 26 -
3.5. Sample and Sampling techniques..............................................................- 27 -
3.6. Source of data...........................................................................................- 27 -
3.7. Data collection instruments.......................................................................- 28 -
3.8. Data quality control ..................................................................................- 29 -
3.9. Data collection procedures........................................................................- 30 -
3.10. Data analysis...........................................................................................- 30 -
Chapter V. DATA ANALYSIS AND INTERPRETATION............................- 31 -
4.1. FINDINGS FROM TEACHERS...........................................................- 31 -
I. Identification of respondents .................................................................- 31 -
II. Responses to questions related to research thesis................................- 31 -
4.2. FINDINGS FROM INTERVIEW WITH HEAD TEACHERS..............- 37 -
4.2.1. Identification of Respondents.........................................................- 37 -
4.3. FINDINGS FROM INTERVIEW WITH THE PERSONNEL IN CHARGE
OF EDUCATION AT SECTOR LEVEL.........................................................- 40 -
4.3.1. Identification of interviewee...........................................................- 40 -
4.3.2. Views of the interviewee ................................................................- 41 -
4.4. FINDINGS FROM MEMBERS OF PARENTS COMMITTEE ............- 43 -
4.4.1. Introduction .......................................................................................- 43 -
4.4.2. Views of respondents.........................................................................- 43 -
CHAPTER V: CONCLUSION AND RECOMMENDATIONS .....................- 45 -
5.1. Conclusion................................................................................................- 45 -
5.1.1. Problems faced by educational administration in primary schools ......- 45 -
5.1.2. Causes of the problems faced by educational administration ..............- 46 -
5.1.3. Remedies to problems of educational administration ......................- 46 -
5.2. RECOMMENDATIONS..........................................................................- 47 -
REFERENCE....................................................................................................- 49 -
Appendices.........................................................................................................- 51 -

9. ix
LIST OF TABLES
Table 1: Total population of the research.............................................................- 26 -
Table 2: Sample size of definite population .........................................................- 27 -
Table 3: Sex of teachers.......................................................................................- 31 -
Table 4: Teachers' experience..............................................................................- 31 -
Table 5: Attendance of head teachers at school................................................- 31 -
Table 6: Frequency of head teachers' supervision ................................................- 32 -
Table 7: Head teachers' reaction after class supervision .......................................- 32 -
Table 8: Teachers' commitment...........................................................................- 33 -
Table 9: Frequency of school meetings................................................................- 33 -
Table 10: Respect of teachers' rights....................................................................- 34 -
Table 11: Interaction, cooperation and collaboration among school staffs............- 34 -
Table 12: Head teachers' commitment to problem-solving...................................- 35 -
Table 13: Problems of educational administration in Munini sector .....................- 35 -
Table 14o: Causes of the problems of educational administration in Munini sector - 36
-
Table 15: Head teachers' sex................................................................................- 37 -
Table 16: Head teachers' experience ....................................................................- 37 -
Table 17: Identification of the official in charge of education in Munini sector....- 41 -
Table of figures
Figure 1.Location of the area of study on the administrative map of Nyaruguru
District ................................................................................................................- 26 -

10. x
Abstract
The development of any country depends largely on the intellectual level of its
population and this is determined by the quality of education; how much the school is
successful. For school to run, there must be educational administrators including
inspectors and head teachers.
This study dealt with the problems that educational administration is facing in
Rwandan Primary Schools. This study was aimed at identifying the problems
hindering the administration and affecting negatively the performance of our schools.
Second objective was to identify the causes and suggest remedies so that if applied,
the quality of education should be improved.
It involved 5 primary schools located in Munini Sector, Nyaruguru District in
Southern Province of Rwanda. All 59 teachers were questioned while all 5 head
teachers, 3 sampled members of P.C. at each school i.e. 15 members and one official
in charge of education at sector level were interviewed. Secondary sources of data
were also served. The data were systematically analyzed in tabular forms and then
interpreted to have meaningful results.
The findings of the research proved that the Rwandan primary schools administration
is facing a number of problems that hinder the effective achievement of national
educational goals. Those problems are mainly lack of leadership skills, lack of
commitment for both teachers and head teachers as well as low interaction and
collaboration and conflicts between educational leaders and subordinates among.
The causes of the above mentioned problems are based on poor welfare of teachers
due to neglected salary which is not adjusted to the requirements of their needs for
surviving, unskilled leaders, dictatorial and autocratic educational leadership in
schools, non regular supervision, irrespective individual members of the school
community as well as low involvement of parents in education of their children.
The suggestions to minimize the impacts of the proved problems were trainings of
school head teachers in terms of administration, regular follow up, monitoring,
control, audit as well as evaluation of schools. Active involvement of parents in
planning and evaluation of school activities should be encouraged in order to make
schools more successful.

11. - 1 -
CHAPTER I. GENERAL INTRODUCTION
I.1. Background of the study
Education administrators have been in schools since 1800s. Prior to this, most
students were taught in one-room schools with mixed ages, abilities and grades. Once
the US population began to grow and school services began to grow and become more
specialized, a clear need for administrative clerical work emerged. Around 1850, the
idea of the principal teacher developed. Principal teachers were the head teachers in
high schools first, and eventually the trend continued through the primary grades. As
populations and schools grew, the teaching duties of these individuals were eliminated
and administrative responsibilities grew. They soon became known as principals
instead of principal teachers .
Other roles of educational administrator also grew during this time. Eventually, a
superintendent of schools position developed. This term grew out of other
leadership positions of the time including railroad superintendents and plant
superintendents.
Educational administration in Rwanda.
It cannot be said that there was no education in Rwanda before 1900. Before
colonization, the education in Rwanda was informal. Rwandan youth learnt
everything concerning life at traditional school. The education was essentially the
family were young girls learnt the household management skills from their mothers
while boys acquired the wisdom of life from their fathers.
During the colonial period, catechist schools were introduced by missionaries.
Educational administration was therefore headed by missionaries especially white
fathers .
During the German colonial period, a convention of 26th
May 1906 specified the
manner in which missionaries would participate in the education of indigenous
people. According to that convention, the missions were supposed to provide
programs whereas colonial government provided subsidies. During that period, the

12. - 2 -
colonial government was not able to set up official or public schools. It was only
Catholic Church that administered school education.
In 1922, during the Belgian colonial period, the minister of colonies Louis FRANCK
set up a commission of inquiry to evaluate the administration and organization of
education in Rwanda. It is also the following the 1925 convention known as the
Jonghe Convention between the catholic Church and the colonial government that
for the first time introduced system of free subsidized schools in Rwanda. Here we
can mention the establishment of Groupe Scolaire Officiel at Astrida (current Huye)
by the Brother of Charity order.
The mushrooming of schools in 1950 is a period where several other Catholic schools
were established. In 1954, at the initiative of King Mutara II Rudahigwa, who had
started detecting the danger posed by schools that were 100% managed by the
Catholic Church and religious organization, BRUISSERET (minister in charge of
colonies) launched educational reforms whose aim was to increase the role of the state
in the control and management of catholic Missionary schools.
After independence of Rwanda (1962), the education system in Rwanda changed. It is
the period of nationalization of the education system where a number of primary and
secondary schools were nationalized. Nonetheless, there were no actual changes in
practice. The colonizers who left only to stay had always maintained considerable
influence and control of the Rwandan educational system as the planners and advisers
in the area of education were still Belgians.
Following 1962 Independence, the new secular government claimed total control of
the school administration and educational system by institutionalizing subsidies of
religious schools. Currently, administration of education in Rwanda is decentralized
where a hierarchical structure of educational administration and organization is
headed by Ministry of Education downwards to local levels (sector and school levels).
I.2. Statement of the problem
In education, like in other services, administration is a key motor by which each
educational activity is planned, organized, implemented and evaluated in order to

13. - 3 -
ensure successful management and compliance. The school has to be led people who
are capable of personal transformation by undergoing a cultural change focused on
good leadership, management and organization. (Christopher Bowling and John West,
1997).
In Rwanda, the leadership skills are not yet acquired in Teacher Training Colleges
since our primary schools are being led by those people who were trained in TTCs.
Being unskilled in administration, the primary school head teachers and school
principals in general are facing different obstacles that affect the achievement of good
educational management. It is this reason which led us to undertake the study entitled
Problems facing the educational administration in primary schools. A case study of
Munini Sector- Nyaruguru District .
This research identified such problems and clarified the roots sources of these
problems and then it finally suggested where remedial measures can be found.
I.3. Purpose of the study
The main goal of this study was to identify problems facing the educational
administration in primary schools and to suggest ways to handle them in order to
ensure the quality of education.
I.4. Objectives of the study
This study had the following specific objectives:
a) To point out the problems of educational administration in primary schools;
b) To clarify the causes of these problems and
c) To suggest possible solutions to those problems.
I.5. Research questions
The achievement of the objectives mentioned above was intended to be based on the
answers to these questions:
1) What are the problems facing the educational administration in primary
schools?
2) What are the causes of these problems?
3) What can be done as solutions to overcome the problems that the educational
administration is facing in primary schools?

14. - 4 -
I.6. Hypotheses
According to Oxford Advanced learner s dictionary (1995), a hypothesis is defined as
an idea or a suggestion that is based on known facts and is used as a basis for
reasoning or further investigation. It is an assumed alternative that may or not answer
to a question.
In this research, it is assumed that:
1) The problems facing the educational administration in primary schools may
include poor leadership on the part of educational leaders.
2) The causes of the problems that the educational administration is facing in
primary schools are based on untrained school administrators in the field of
leadership, management and administration
3) In order to handle the questions hindering educational administration there
should be continuous in- service trainings for head teachers on subject of
educational administration, leadership and management;
I.7. Scope of the study
According to Oxford Advanced learner s dictionary (1995), a scope is defined as the
opportunity to do or achieve something. It is also the range or extent of matters being
dealt with or studied.
Due to limited finance and limited time for this study, the researchers conducted the
study in 5 primary schools which are located in Munini Sector, Nyaruguru District in
Southern Province of Rwanda.
In terms of matter, the research studied the educational administration, leadership and
management where some problems that educational administration in primary schools
is facing were identified.
I.8. Significance of the study
The report paper of this research is of great significance to researchers themselves,
educationalists, policy makers and academicians.

15. - 5 -
This study will permit us the researchers, to fulfill the requirements for the award of
Bachelor s degree. Educational planners, policy makers and government in general
will benefit from implementing the suggestions of this research report in order to
solve the problems met by educational administration in primary schools
countrywide.
This research report will also help educational administrators to improve their quality
in terms of leadership, management and organization of their task. It will serve also as
reference for futures researchers.
It is said with no doubt that this research will contribute more for all interested
individuals in educational administration to improve the quality of education in
Rwanda, in the region and worldwide.
I.9. Organization of the study
The research paper is organized in five (5) chapters proceeding as follow:
Chapter one entitled INTRODUCTION is consisted of background of the study,
statement of the problem, purpose and objectives of the study, research questions and
hypotheses, the scope of the study, significance of the study and finally its
organization.
Chapter two is entitled: Literature review and it deals with all the works that were
done by different authors. Books, journals, newspapers, articles and different websites
will be explored. The chapter contains ideas and theories related to our concern.
These findings are to make readers understand the existing issues about educational
administration.
Chapter three is Research methodology which embodies the techniques and
methods that will be used to collect data, to sample from target population and to
analyze the data.
Chapter four is entitled data analysis, interpretation and presentation of the results. It
consists of collecting information from respondents, analyzing data and interpreting
them into meaningful information.
Chapter five is entitled Recommendations and conclusions . It consist of the
research suggestions and the general picture of the research.

16. - 6 -
CHAPTER II: LITERATURE REVIEW
Chapter two represents the related literature. It contains the previously published
knowledge and information related to educational administration.
2.1. Definition of key concepts
1. Education
According to B. Mohanty (2000, p. 9), almost in all ages, thinkers and philosophers
have emphasized on proper education of children as one of the basic needs of the
child and an important instrument for unfolding his innate capacities in more
appropriate manner to bring his all-round development.
According to the Cambridge Advanced Learner s dictionary 2005, education is a
process of teaching or learning in a school or college or the knowledge that you get
from this.
2. Administration
Sergiovanni (1991) defined administration as a process of working with and through
others to accomplish certain goals effectively.
According to the Cambridge Advanced Learner s Dictionary 2005, administration is
the arrangements and tasks needed to control the operation of a plan or organization.
The Oxford Dictionary explains administration as management of business,
management of public affairs, government etc. The words business, public affairs
and government are used here to indicate some forms of organization or institution .
Thus, administration may be defined as management of an organization or an
institution.
Etymologically, the term administration has derived from Latin word ministic
which means service rendered to others for their welfare (SID, 1996). Administration
stands for handling, conducting an organization (SID, 1996).

17. - 7 -
3. Educational administration
Educational administration is the process of integrating the effort of personnel and
utilizing appropriate materials is such a way as to promote effectively the
development of human qualities. It is concerned not only with the development of
children and youth but also with the growth of adults and particularly with the growth
of school personnel (SID, 1996).
Educational administration is a comprehensive effort intended to achieve some
specific educational objectives and it deals with educational practices. It is a process
of working with and through people to accomplish efficiently the school goals.
4. Leadership
Leadership is a process in which an individual takes initiative to assist a group to
move towards production, to maintain the group and to dispose the needs of
individuals that impelled them to join that group (Mohanty, 2000, p. 15).
Leadership is the process of influencing the activities of an individual or group in
efforts towards goal achievements in a given situation (Paul Hersey and Kenneth
Blanchard, 1977).
Leadership is the ability to get a man do what you want him to do, when you want it
done in a way you want it done, because he wants to do it (Dwight Eisenhower, 1957;
cited by John Wiles and Joseph B.: 208).
5. Educational leadership
School leadership is the process of enlisting and guiding the talents and energies of
teachers, pupils, and parents toward achieving common educational aims.
6. Administrator
Administrator is one who is responsible for carrying out the process of working with
and through others to accomplish efficiently goals (Sergiovanni, 1991).
7. Leader
· A leader is one who leads or conducts a guide or a conductor.
· One who goes first

18. - 8 -
· One having authority to direct, a chief, a commander;
· A performer who leads a band or a choir in music, the one who plays at the
head of the first.
8. Primary education
Primary education is a beginning of formal set up and through ages and it has mainly
two major functions:
· To lay the foundation of formal education and thereby make children prepared
for higher education.
· To make the individual literate and ensure the required growth and
development in different aspects so essential and helpful as to make them
good and useful citizens in late life.
9. School principal
A school principal is a head of a school or in other words someone who coordinate the
school activities. In Rwanda, these individuals are currently called school head
teachers .
2.2. Administration, Leadership and Management
2.2.1. Leadership Versus Administration
Here are some differences and similarities between leadership and administration:
Administrators are appointed. They have a legitimate power base and can reward and
punish. Their ability to influence is founded upon the formal authority inherent in
their positions. In contrast, leaders may either be appointed or emerge from within a
group. Leaders can influence other to perform beyond the actions dictated by formal
authority. In this sense, managers/administrators get other people to do, but leaders
get other people to want to do.
The distinguishing factor between leaders and administrators is that leaders initiate
new structures or procedures to achieve organizational goals or objectives, whereas
administrators utilize existing structures or procedures for this purpose.

19. - 9 -
Administrators and managers make many decisions and get involved in the gritty of
day-to-day operations. But according to Peter Drucker, effective leaders do not make
many decisions. They focus on important ones that have impact on the larger aspects
of the organization. They try to think through what is generic and strategic, rather than
solve daily problems or put out fires.
To accomplish the mission, goals, and objectives of the school, principals must
integrate these three different facets of administrative practice leadership,
management, and administration.
2.2.2. Difference between Leadership and Management
The main difference between leadership and management is, while leadership can be
described, as a quality, management on the other hand, is a study. Leadership is a
substructure of management that educates people in how to become leaders or better
leaders. A manager is concerned with carrying out policies, while a leader formulates
policies. A manager does the thing right, while a leader does the right thing.
Leadership is a different branch of management, which focuses solely on creating and
educating a leader to manage a business or any organizations. When a management
project is created, it must have a leader that has to coordinate the activities of all the
other members in the group. Directors, vice presidents and even executive director or
any other company or institution that have under their supervision at least two other
members, must be trained in a leadership program.
Management is not possible without leadership. Somebody has to coordinate and give
instructions, set up deadlines and make sure that these are respected and followed by
the other members. Management is planning and organizing projects and operations,
allocating resources to minimize costs and maximize benefits, directing practices and
procedures, establishing controls to measure the effectiveness and efficiencies, and
motivating subordinates. Management is concerned with present activities and the
immediate results of those activities.
Leadership is more abstract when considered separately from management.
Leadership is guiding a person or group toward the best results.

20. - 10 -
2.2.3. Difference between Administration and Management
Management and administration are two different concepts of business.
Administration, in the simplest term, is the process of setting up an organization or
business, determining its objective and developing its processes to achieve that
objective. Management is related to the development part of the administration. It is
the process of developing the organization to achieve the objectives set by the
administration.
Therefore, even though these two terms are different, they are related. Administration
forms the management and management works for the administration. Another
difference between these two terms is the functions. The functions of administration is
determinative while the functions of management is executive. The domain of
administration is also larger than the domain of management.
Management and administration also have different hierarchy. In any organization,
administration is the top level at the hierarchy. Management, on the other hand will be
in the middle level.
2.3. Educational Leadership
2.3.1. Concept
School leadership is the process of enlisting and guiding the talents and energies of
teachers, pupils, and parents toward achieving common educational aims. This term is
often used synonymously with educational leadership in the United States and has
supplanted educational management in the United Kingdom. Several universities in
the United States offer graduate degrees in educational leadership.
2.3.2. History
The term school leadership came into currency in the late 20th century for several
reasons. Demands were made on schools for higher levels of pupil achievement, and
schools were expected to improve and reform. These expectations were accompanied
by calls for accountability at the school level. The concept of leadership was favored
because it conveys dynamism and pro-activity. The principal or school head is

21. - 11 -
commonly thought to be the school leader; however, school leadership may include
other persons, such as members of a formal leadership team and other persons who
contribute toward the aims of the school.
In the United States, the superintendency, or role of the chief school administrator,
has undergone many changes since the creation of the position which is often
attributed to the Buffalo Common Council that approved a superintendent on June 9,
1837. If history serves us correctly, the superintendency is about 170 years old with
four major role changes from the early 19th century through the first half of the 20th
century and into the early years of the 21st century. Initially, the superintendent's
main function was clerical in nature and focused on assisting the board of education
with day-to-day details of running the school. At the turn of the 20th century, states
began to develop common curriculum for public schools with superintendents
fulfilling the role of teacher-scholar or master educator who had added an emphasis
on curricular and instructional matters to school operations. In the early 20th century,
the Industrial Revolution affected the superintendent's role by shifting the emphasis to
expert manager with efficiency in handling non-instructional tasks such as budget,
facility, and transportation. The release of A Nation at Risk in 1983 directly impacted
public school accountability and, ultimately, the superintendency. The early 1980s
initiated the change that has continued through today with the superintendent viewed
as chief executive officer, including the roles of professional adviser to the board,
leader of reforms, manager of resources and communicator to the public.
2.3.3. Leadership Theories
1. "Great Man" Theories:
Great man theories assume that the capacity for leadership is inherent that great
leaders are born not made.
2. Trait Theories:
Trait theories assume that people inherit certain qualities and traits that make them
better suited to leadership. Trait theories often identify particular personality or
behavioral characteristics shared by leaders. If particular traits are key features of

22. - 12 -
leadership, then how do we explain people who possess those qualities but are not
leaders?
3. Contingency Theories:
Contingency theories of leadership focus on particular variables related to the
environment that might determine which particular style of leadership is best suited
for the situation. According to this theory, no leadership style is best in all situations.
Success depends upon a number of variables, including the leadership style, qualities
of the followers and aspects of the situation.
4. Situational Theories:
Situational theories propose that a leader may be good in one situation and bad in
other one. The quality of leadership depends up on the situations in which leaders are
brought. Different styles of leadership may be more appropriate for certain types of
decision-making.
5. Behavioral Theories:
Behavioral theories of leadership are based upon the belief that great leaders are
made, not born. According to this theory, people can learn to become leaders through
teaching and observation.
6. Participative Theories:
Participative leadership theories suggest that the ideal leadership style is one that
takes the input of others into account. These leaders encourage participation and
contributions from group members and help group members feel more relevant and
committed to the decision-making process.
7. Management Theories:
Management theories, also known as transactional theories, focus on the role of
supervision, organization and group performance. These theories base leadership on a
system of rewards and punishments. Managerial theories are often used in business;
when employees are successful, they are rewarded; when they fail, they are
reprimanded or punished.

23. - 13 -
8. Relationship Theories:
Relationship theories, also known as transformational theories, focus upon the
connections formed between leaders and followers. Transformational leaders motivate
and inspire people by helping group members see the importance and higher good of
the task. These leaders are focused on the performance of group members, but also
want each person to fulfill his or her potential.
2.3.4. Lewin's Leadership Styles
In 1939, a group of researchers led by psychologist Kurt Lewin set out to identify
different styles of leadership. While further research has identified more specific types
of leadership, this early study was very influential and established three major
leadership styles.
1. Authoritarian Leadership (Autocratic)
Authoritarian leaders, also known as autocratic leaders, provide clear expectations for
what needs to be done, when it should be done, and how it should be done. There is
also a clear division between the leader and the followers. Authoritarian leaders make
decisions independently with little or no input from the rest of the group. Researchers
found that decision-making was less creative under authoritarian leadership.
2. Participative Leadership (Democratic)
Lewin s study found that participative leadership, also known as democratic
leadership, is generally the most effective leadership style. Democratic leaders offer
guidance to group members, but they also participate in the group and allow input
from other group members. Participative leaders encourage group members to
participate, but retain the final say over the decision-making process. Group members
feel engaged in the process and are more motivated and creative.
3. Delegative (Laissez-Faire) Leadership
Researchers found that children under delegative leadership, also known as laissez-
fair leadership, are the least productive of all three groups of leadership. The children
in this group also make more demands on the leader, show little cooperation and are
unable to work independently.

24. - 14 -
Delegative leaders offer little or no guidance to group members and leave decision-
making up to group members. While this style can be effective in situations where
group members are highly qualified in an area of expertise, it often leads to poorly
defined roles and a lack of motivation.
2.3.5. Transformational Leadership in Education
2.3.5.1. Concept
This study will be based on transformational theory of leadership. Transformational
leaders are generally energetic, enthusiastic and passionate. Not only are these leaders
concerned and involved in the process; they are also focused on helping every
member of the group succeed as well.
Transformational leadership focuses on the importance of teamwork and
comprehensive school improvement, as an alternative to other modes of leadership.
Transformational leadership is contrasted with: (1) instructional leadership, which
encompasses hierarchies and leader supervision and usually excludes teacher
development; and (2) transactional leadership, which is based on an exchange of
services for various kinds of rewards that the leader controls, at least in part.
2.3.5.2. How has the term "transformational leadership" evolved and what does
it mean?
The idea of transformational leadership was first developed by James McGregor
Burns in 1978 and later extended by Bernard Bass as well as others. Neither Burns
nor Bass studied schools but rather based their work on political leaders, Army
officers, or business executives.
A transformational leader is concerned with finding the way to be successful in
collaboratively defining the essential purpose of teaching and learning and then
empowering the entire school community to become energized and focused. In
schools where such a focus has been achieved, we found that teaching and learning
became transformative for everyone.

25. - 15 -
2.3.5.3. Goals of transformational leadership
a) Helping staff develop and maintain a collaborative, professional school
culture
This means staff members often talk, observe, critique, and plan together. Norms of
collective responsibility and continuous improvement encourage them to teach each
other how to teach better. Transformational leaders involve staff in collaborative goal
setting, reduce teacher isolation, use bureaucratic mechanisms to support cultural
changes, share leadership with others by delegating power, and actively communicate
the school's norms and beliefs.
b) Fostering teacher development
One of Leithwood's studies suggests that teachers' motivation for development is
enhanced when they internalize goals for professional growth. When leaders give staff
a role in solving non routine school improvement problems, they should make sure
goals are explicit and ambitious but not unrealistic.
c) Helping teachers solve problems more effectively
Transformational leadership stimulates teachers to engage in new activities.
Transformational leaders use practices primarily to help staff members work smarter,
not harder. "These leaders shared a genuine belief that their staff members as a group
could develop better solutions than the principal could alone," said Leithwood.
2.3.5.4. What strategies do transformational leaders of education use?
Here are specific ideas, culled from several sources on transformational leadership
ü Visit each classroom every day; assist in classrooms; encourage teachers to
visit one another's classes.
ü Involve the whole staff in deliberating on school goals, beliefs, and visions at
the beginning of the year.
ü Help teachers work smarter by actively seeking different interpretations and
checking out assumptions; place individual problems in the larger perspective

26. - 16 -
of the whole school; avoid commitment to preconceived solutions; clarify and
summarize at key points during meetings; and keep the group on task but do
not impose your own perspective.
ü Use action research teams or school improvement teams as a way of sharing
power. Give everyone responsibilities and involve staff in governance
functions. For those not participating, ask them to be in charge of a committee.
ü Find the good things that are happening and publicly recognize the work of
staff and students who have contributed to school improvement. Write private
notes to teachers expressing appreciation for special efforts.
ü Survey the staff often about their wants and needs. Be receptive to teachers'
attitudes and philosophies. Use active listening and show people you truly care
about them.
ü Let teachers experiment with new ideas. Share and discuss research with them.
Propose questions for people to think about.
ü Bring workshops to your school where it's comfortable for staff to participate.
Get teachers to share their talents with one another. Give a workshop yourself
and share information with staff on conferences that you attend.
ü When hiring new staff, let them know you want them actively involved in
school decision-making; hire teachers with a commitment to collaboration.
ü Use bureaucratic mechanisms to support teachers, such as finding money for a
project or providing time for collaborative planning during the workday.
ü Let teachers know they are responsible for all students, not just their own
classes.
2.4. Administration of primary school education
2.4.1. Purpose of educational administration
Kandel, while writing about the purpose of educational administration, says:
fundamentally the purpose of educational administration is to bring pupils and
teachers under such conditions as will more successfully promote the end of
education . Sir Graham Balfour writes that: the purpose of educational
administration is to enable the right pupils to receive the right education from the right

27. - 17 -
teachers, at a cost within the means of the state which will enable pupils to profit by
their learning .
2.4.2. Characteristics of a successful school administration
A. Flexibility:
One of the essential characteristics of successful school administration is its flexible
character. The administration should be dynamic, not static. It should provide enough
scope for additions and alterations. The rules and regulations should act as a means to
an end and not an end in themselves. The framework of administration should provide
enough scope to the administrator to help the needy student and the needy teacher to
change the time schedule to suit the weather to meet any emergency. Flexibility does
not mean that administration should be in fluid condition without any specific norm or
standard rules and regulations, creating confusion and chaos at every step. What is
meant is a people balance between rigidity and elasticity.
B. Practicability
The school administration should not be a bundle of theoretical principles, but must
provide practical measures to achieve the desired objectives. Whatever objective is
decided, it must be achievable and practicable to avoid frustration.
C. Conformity to the social and political philosophy of the country
There must be a close connection between school administration and the social and
political philosophy of a country. It must adjust itself to the impact of new ideas, new
patterns and new mores of the society.
D. Efficiency
Successful administration is that which results in maximum efficiency. This will be
possible only when human and material resources are properly utilized-right man at
the right place; right wart at the right time, every activity and project is well planned
and well executed.
E. Successful achievement of desired objectives
Successful administration is one which leads to successful achievement of desired
objectives of education in a particular community for instance healthy social living,

28. - 18 -
development of good physical, social, moral, intellectual and aesthetic qualities and
healthy democratic living.
School administration must facilitate education. It exists for the pupil and its
efficiency has to be measured by the extent to which it contributes to teaching and
learning.
2.4.3. Functions of educational administration
Educational administration is not a collection of disjointed tasks. As a process, it
therefore has the following functions:
1. Forecasting
Forecasting is a systematic assessment of future conditions by inference from known
facts to-day. We should collect all sorts of information about the present position of
the system, its present and expected resources and try to form a picture in terms of the
accepted philosophy in a particular country.
2. Decision making
After considering the various alternatives and weighing the consequences of each
course of action, a choice must be made; a course of action must be determined.
Decision making is a key factor in educational administration as here we have to think
of generations will be affected by the policies decided. The following points must be
borne in mind while deciding:
· The goal must be clear;
· The course of action should be simple and easily understood by all concerned;
· Standards for targets must be laid.
3. Planning
The plan should be flexible. There are many variables: the priorities may change due
to unforeseen circumstances, equipment and grants may not become available as
expected; contributing to the non-implementation of decisions. The very existence of
variables and uncertainties make decision making and planning a necessity.

29. - 19 -
4. Organization
Organization is the combination of necessary human effort, material equipments
brought together in systematic and effective correlation to accomplish the desired
results. In education, we organize:
· Human beings into schools, classes, committees, groups, school staff, the
inspecting staff
· Materials into buildings, furniture and equipments, libraries, laboratories,
workshops, muse ums and art galleries.
· Ideas principles into school systems, curricular and co-curricular activities,
time schedules, norms of achievement and the like.
5. Direction or motivation
It is the process of guiding the human effect for achieving the target. The modern term
for direction is motivation i.e. to make the man to be cheerfully willing to do the job
we want him to do. Involvement in deciding policies and plans help in motivation.
Communication, down, up and across is also of great importance to the motivation of
organization members. Face to face motivation is quite useful if organization
members are to be motivated to do the best.
6. Control
Effective control is another important function of educational administration. The
administrator must constantly check on his teams and his own performance to see that
it corresponds to the standards laid down. The administrator needs to take corrective
action in the form of adjustments to the physical environment of the work,
modification and addition of materials and methods, or review of the personnel in
terms of their spirits, abilities and motivation, to achieve the target.
7. Coordination
Coordination is the process of harmonizing in a uniform program of educational
service all the elements, persons, materials and ideas, knowledge and principles and
so to do interweave them as to achieve a common objective and a single effect. To
carry on the difficult talk of coordination properly, the administrator should have the

30. - 20 -
administrative competence to clearly (i) the relations among people; (ii) division of
labor necessary to organizational achievement.
8. Evaluation
Evaluation is also one of the most important elements in the administrative process.
Sound objectives have been formulated, proper planning has been done, organization
has been made, a program has been established, all directed to a purpose. Now, what
has been accomplished? How well has it been executed? What are then results? Any
means are not good enough to gain our great ends and checking up of our standards of
administration. Good measures are required to find out the reasons why it failed or
succeeded, which steps in the process were most successful, what should have been
done to improve the action and what should be done differently at the next trial.
9. Recording and reporting
The educational administration is answerable to the parents, higher authorities, society
etc. for whatever is done in the educational institutions. It is, therefore, important that
a faithful record of all events is maintained and reports are sent to the concerned
persons.
2.4.4. Attributes of a Successful School Principal
Consider the following list of attributes if you are considering a career as a school
principal.
· Ability to make constructive and beneficial decisions for students, faculty,
parents, community and institution
· Motivation and determination
· Leadership and supervisory skills
· Strong interpersonal skills
· Effective communication
· Diverse knowledge of educational practices and models
· Computer technology aptitude
2.4.5. Responsibilities of school principal

31. - 21 -
Like any other administrator, a school principle has some responsibilities that he/she
must accomplish in order to achieve the pre-determined goals
· Providing the human equipment, teaching staff and other workers
· Providing the material equipment such as building, furniture, laboratories,
teaching aids,
· Preparing the curriculum for different classes
· Organization of a systematic co-curriculum programs
· Preparing the time tables
· Maintaining discipline
· Organization of guidance service
· Maintaining the school records
· Coordinating the school activities and school community
· Supervising and evaluating the educational activities such as teaching and
learning
· Evaluating the pupils achievement
· Financing and budgeting
· Cooperating with authorities and implementing the orders of the higher
educational authorities
· Managing and ensuring the effective use of school property.
· Recoding and Reporting
· Solving problems of school staff and students
· Collaborating with parents, organizations, local and central government,
teachers etc.
2.4.6. Qualities of a good educational administrator
a) Be a good listener
"Listening and understanding what you have heard is one of the most important traits
of a strong principal. Being a good listener is an important trait for administrators to
possess. "Children and teachers have important things to say, and a lot can be
learned and gained from listening well to them." Said Bonita Henderson.
Today's principal needs to develop teacher leadership, promote parent involvement,
facilitate site-based decision making, and make decisions in the best interest of all

32. - 22 -
children. In order to accomplish all those things, a strong principal must be a good
listener and flexible.
b) Flexibility, respect: two more must-have qualities
Principals must be flexible in their thought processes, because they will be asked to
consider new ideas that might enhance the school's educational environment.
A principal must be flexible in working with people. He or she must remember that
teachers have problems, feelings, and sick kids at home and a principal must be
flexible to be able to handle the variety of situations that can develop instantaneously.
The ability to work as a member of a team is an important leadership skill. Therefore,
camaraderie is a key to share ideas, to seek assistance from one another, to support
one another, and to respect one another. Professional respect is important because
people are all part of a team. In teamwork, the achievement of goals and objectives is
easy.
c) Children-centered
Keeping kids as the focus of every decision is the one trait that makes a stand-out
principal. When teachers always keep kids and the impact of their decisions on kids,
as their focus, the ultimate answers to many problems become more obvious. Making
decisions based on the best interests of children can also help prolong a principal's
career. "Not taking things personally" is one of the most important traits of a strong
principal.
d) A school of 'lifetime learners'
The desire to be a "learner" is one of the most important traits of a good principal. A
principal who is always learning, a principal who is constantly growing, is likely to be
a strong principal.
e) Goal-directed
A strong leader is one who never loses sight of the main educational vision and goal.
The best principals are able to instill confidence and autonomy and personal

33. - 23 -
ownership of the teaching task in the staff so everyone is working for the same goal;
the quality education of every child."
2.5. Problems of educational administration
Here are some common problems that are hindering today s educational
administration:
1. Poor leadership
Poor leadership can be the downfall of school administration. School administrators
may not have leadership experience behind them or understand the fundamental
elements involved in academic leadership and the politics that come with it.
Consequently, poor leadership can disrupt the school environment and make it
difficult for teachers and students to get what they need out of the academic
experience.
2. Lack of administrative involvement
When school administrators are not involved at the classroom level, they are unable to
fully understand how their teachers classrooms are managed. This works as a
disadvantage because it creates a breakdown between the administrative and academic
sides of a school. Administrative involvement with teachers and classrooms can help
school leaders understand what types of improvements must be made, and the
information they learn can be valuable in shaping teachers classroom budgets.
Administrative involvement also shows teachers that the leaders of the school have an
interest and appreciation for the work that is being done by them and pupils.
3. Weak community relations
School administration leaders must work with community members to create strong
partnerships that will be mutually beneficial. When administrators fail to establish ties
in the community, they miss out on working with others who could potentially help
the school with fundraising activities or charitable donations for school improvement
efforts. Administrators may see the results of weak community relations in the
thinning of their school year budgets.

34. - 24 -
4. Favoritism
School administrators must be neutral, unbiased and not show favoritism toward
particular teachers, students, parents or community partners. While some politicizing
may be inescapable, problems can arise when academic leaders do not exert fair and
impartial relations. Teachers may become less committed to the school if they feel
like they are being treated less fairly than other teachers; or parents--with similar
feelings regarding their children--may react by switching their children into other
schools.
5. Lack of ethics
Ethics pertain to social concepts of what is right and what is wrong. Every school has
an ethical code by which staff must adhere. If school administrators break the ethical
code, they risk bringing hardship to the school as well as their own careers. Ethical
issues can include facing conflicts of interest, conducting inappropriate relations with
other individuals or laundering money from the school budget.
Briefly, these are possible common problems but each school administration may
meet a particular problem due to certain circumstances such as financial problems,
behavioral problems, environmental or social problems. The problems may be
brought by either individual administrative staff including school head teacher or
community members.
CHAPTER SUMMARY
In this chapter, the key concepts such as administration, leadership, education and
school administrators have been highlighted. The concepts of administration,
leadership and management have been compared. This research has been related to
transformational leadership theory where the educational administrators have to work
for positive change in the profit of their subordinates and for successful achievements
of the schools. The primary school administrators should have transformational
qualities to achieve their duties and responsibilities. Among the problems that the
educational administrators is facing in general, this chapter enlisted poor leadership,
lack of administrative involvement, weak community relations, lack of ethics and
commitment and favoritism among others.

35. - 25 -
CHAPTER III: RESEARCH METHODOLOGY
3.1. Introduction
To obtain reliable and valid findings, any research must be designed and it must
follow a systematic process. Methodology here consists of methods and techniques
that help to collect data and to analyse them.
3.2. Research design
A research design is a plan or a blueprint which shows how data required for the
solutions of a problem that the researcher is studying will be collected and analysed.
A research design is like a compass that shows the research the way to take in solving
a research problem. You need to have a good idea of where you are going so that you
can set out plans of how to get there.
The present research was descriptive because it identified problems of educational
administration. Our descriptive design answered to the question: what are the
problems facing educational administration in primary schools?
This research called up on a descriptive case study design because its results based
on very limited unit of population. Only 5 primary schools were intensively studied.
3.3. Geographical location
The study was conducted in Nyaruguru district. Due to constraints of financial budget
and time, the whole district was not involved in the research. The study was
conducted within 5primary schools that are located in Munini sector, the one of 14
sectors composing Nyaruguru District.

36. - 26 -
Figure 1.Location of the area of study on the administrative map of Nyaruguru District
Source:http://www.southernprovince.gov.rw/IMG/png/south_nyaruguru-2.png
3.4. Population
This research involved educationalist population of 5 primary schools found in
Munini Sector. These schools were Kabirizi, Giheta, Gisizi, Kamana and Ruseke.
Head teachers and Teachers were involved. The personnel in charge of education at
sector level and members of P.Cs. were also involved.
Table 1: Total population of the research
School Teachers Head teachers P.C. EDO Total
Kabirizi 9 1 11 21
Giheta 10 1 11 22
Gisizi 14 1 11 26
Kamana 17 1 11 29
Ruseke 9 1 11 21
EDO 1 1
Grand total 59 5 55 1 120

37. - 27 -
3.5. Sample and Sampling techniques
About sampling techniques, EHK NSUBUGA (2000) said that there are no specific
rules on how to obtain an adequate sample that have been formulated. For every
situation presents its own problems. Hence sampling tools solve the dilemma; they
help a researcher to select a representative unit from which he/she can gather
information or data that permits him/her to draw inferences about the nature of the
population or the universe.
Overall, in this research work, to get a representative sample of all categories of
population, the researchers referred to Javeau s formula. In that formula, C. JAVEAU
stated that a good sample is the one which represents 20% of the entire population
being studied.
Javeau s formula was used to draw a sample from members of P.Cs.
32.2
100
2011
»=
X
Members of P.C. at each school =15 per 5 school.
For the rest of our population, a convenience sampling method was used. This is when
a researcher questions anyone who is available. In this case, all 59 teachers, all 5 head
teachers and personnel in charge of education at sector level were questioned.
Table 2: Sample size of definite population
Teachers H. T. P.C. (20%) Officer in charge of education at sector
level
To
tal
59 5 15 1 75
Source: our observation
3.6. Source of data
This section dealt with the sources of data, where the data were found and how they
were found.
In our research, the researchers collected data from primary source which includes the
findings gotten at the field of the study. By this method, researchers collected data of
primary sources by administrating questionnaires to teachers and interviewing the
head teachers, sample from members of P.Cs. and the personnel in charge of
education at sector level.
Researchers did not analyse the results only from primary data source but also those
from secondary data source by reading different documents, visiting different

38. - 28 -
libraries, reading journals, reports, browsing to the internet in order to search where
the additional necessary ideas can be found to complete those from primary data
source.
3.7. Data collection instruments
Data collection instrument refers to the tools which are used to collect data.
According to Kakooza (1992) stated by William ASIIMWE, (2006; p. 30),
questionnaires are very important in carrying out research compared to other
instruments. Kakooza pointed out some advantages of questionnaires compared to
other instruments:
One of the advantages of questionnaires is that they are cheap to administer to the
respondents scattered over a large area and convenient for collecting information from
a large population size with a short period of time. The respondents feel free to give
true answers to sensitise questions, if they are not supposed to disclose their names
and using in their free time.
It is possible to predict how questionnaire items will be interpreted by respondents,
unless the researcher tries out the use of questionnaire. To secure the opinions and
judgments a long variety of lines in administration, this may be in attempts at
evaluation of practices in curriculum efforts at evaluation of contents, utilisation of
resources in schools." Koss (1928) stated by A. Williams (2006, p.31).
According to Kerliger (1973), questionnaire is useful in conducting descriptive
research or survey or that it is probably best adapted to obtaining personal and social
facts and attitudes.
This research used the questionnaires and interviews as the tools of data collection.
The researchers designed a questionnaire for teachers and organised interviews with
head teachers, members of P.Cs, and the personnel in charge of education at sector
level.
During data collection in this study, library research was used. To find complete and
reliable data, reading books, newspapers, journals as well as browsing on internet to
review the related literature was of paramount importance. KIE Library, CNDP
Library, UNESCO and World Bank Libraries were frequently visited.

39. - 29 -
3.8. Data quality control
This section deals with how the data that is intended to be provided will be effective
and confirmed to the reality.
In order to ensure the effectiveness and efficacy of the intended information which
was to be gained from respondents, our data collection instrument had to be valid and
reliable.
The validity of instrument is the degree to which it measures what is intended to
measure, and does so correctly.
AMIN (2005: 286-293) stated by DIBANGA, P. (2011) in his syllabus of research
method in Geography, pointed out several ways of validating an instrument, including
face or content validation" (example supervision), determines using own judgement
whether instrument in question actually contains what is supposed to measure: this is
why we said that proposal is complete unless accompanied by at least data collection
instrument for the supervisor to judge.
The reliability of the instrument is its degree of consistency. A reliable instrument
will give the same scores even when used several times to measure the same variable,
provided the variable that do not change.
Kakinda-Mbaga (2000:118-119) stated by DIBANGA, P. (2011) illustrates
reliability of an instrument using the case of a wooden ruler which will give the
same length to an object irrespective of the number of times the measurement is
repeated.
To test whether a data collection instrument is reliable, we can use at least 2 methods:
§ Test/ retest: piloting the instrument on a group and give then it to the same
group later let say after a week and compare the scores. If the score are highly
co-related, then the instrument is declared reliable or consistent.
§ The parallel forms: it implies different/parallel versions of an instrument
(asking same question but using different wording and/or order 0f questions
and then administer the instrument almost simultaneously) If the scores are
highly correlated, the instrument is declared reliable or consistent.

40. - 30 -
The researchers piloted the instrument to themselves for three distant times and then
compared the results at all.
Briefly; researchers designed the instrument carefully. After designing, the instrument
was read, re-read and repeatedly re-read to insure the quality of the data collection
instrument.
3.9. Data collection procedures
In this research, researchers themselves contacted face to face the respondents and
interviewees; interviewed, administered the questionnaires, and collected/returned the
filled questionnaires for analysis.
3.10. Data analysis
Data analysis is the examination of the collected data in order to seek deeper
understanding of the problems, causes of problems of educational administration in
primary schools and suggest possible solutions. After getting the data from the field,
the researchers analysed the data. The information that was gotten from
questionnaires and interviews were processed both qualitatively and quantitatively
taking into consideration all aspects of the present study.
Data analysis was consisted of coding, editing and tabulating of data.
CHAPTER SUMMRY
This chapter research methodology has discussed different methods that were used
to collect data. The research was conducted in 5 primary schools located in Munini
sector, Nyaruguru district in Southern province of Rwanda. All 59 teachers were
questioned while all 5 head teachers and personnel in charge of education in Munini
sector as well as 15 sampled members of PC were interviewed. These are primary
data sources while secondary data were gotten by visiting different libraries and
websites.

41. - 31 -
Chapter V. DATA ANALYSIS AND INTERPRETATION
4.1. FINDINGS FROM TEACHERS
I. Identification of respondents
a) Sex of respondents
Table 3: Sex of teachers
Sex Number of teachers %
Male 27 45.76
Female 32 54.24
Source: Primary data
The table above shows that female teachers corresponding to 54.24% are more than
males in all five primary schools located in MUNINI sector.
b) Experience of respondents
Table 4: Teachers' experience
Experience Number of teachers %
Less than 3 years 21 35.6
3-6 years 28 47.5
More than 6 years 10 16.9
Source: Primary data
The above table represents that a good number of teachers in Munini sector have
experience ranging between three and six years while there are minimum number of
highly experienced teachers. According to the respondents, this was due to the
removal of former D5 and D4 qualified teachers from the career.
II. Responses to questions related to research thesis
a) Attendance of head teachers at school
Table5: Attendance of head teachers at school
Answers Frequency Percentage
Often 17 28.8
Sometimes 34 57.6
Rarely 8 13.6
Never 0 0
Total 50 100

42. - 32 -
Source: primary data
The table above is representing the punctuality of head teachers to school. The table
shows that 34 respondents i.e. 57.6 % answered that the head teachers are at their
school sometimes. According to transformational leadership theory, school leader
have to be regularly at work place. This frequent absence of head teachers may
prevent them to accomplish their responsibilities.
b) Frequency of head teachers supervision
Table6: Frequency of head teachers' supervision
Answers Frequency %
Every day 0 0
Once a week 6 10.2
Once a month 42 71.2
Never 11 18.6
Total 59 100
Source: primary data
The above table shows that about 71.2% of respondents argued that their head
teachers supervise the class once a month during teaching learning process while
according to transformational leadership theory; an effective leader has to monitor,
evaluate and supervise the classroom activities every day. This delay supervision may
prevent the head teacher to know if teachers are doing what they are supposed to do.
c) Head teachers attitudes after supervising a class session
Table7: Head teachers' reaction after class supervision
Attitudes Number of who responded %
Harassments/Blames 54 91.5%
Advices 0 0
No comment 5 8.5
Others - 0
Source: primary data

43. - 33 -
As it is shown by the table above, 91.5% of respondents, instead of advising and
encouraging the teachers, head teachers blame them. Blames and harassments
discourage teachers performance. A skilled leader should contrarily provide advices
that help the teachers in improvements.
d) Teachers commitment to work
Table8: Teachers' commitment
Degree of commitment Frequency %
Excellent 23 39
Good 36 61
Poor 0 0
Total 59 100
Source: primary data
The table above is explaining the degree of commitment of teachers to their
responsibilities. 36 over 59 respondents mean 61% confirmed that normally teachers
love their work.
e) Frequency of meetings conducted by head teachers at school
Table 91: Frequency of school meetings
Answers Frequency %
Once a week 14 23.7
Once a month 12 20.3
Once a term 10 17
Only when a problem occurs 23 39
Never 0 0
Total 59 100
Source: primary data
Normally, there should be frequent day to day meetings within school community.
regular meetings between head teachers and their teachers, between head teachers and
learners and between head teachers and other partners such as parents and other
organizations should be organized at school following a certain fixed time schedule.
From the table above, 23 respondents with 39% argued that the school head teachers
call them up on for meeting only when a problem occurs. 23.7% argued that meeting
takes place once a week while 20.3% and 17% argued that the meeting takes place
monthly and tri-monthly respectively. This shows that there is no regular timetable of

44. - 34 -
meeting. It also shows that meetings only are to handle problems. Meetings are not
only for solving problems but they are also designed to evaluate school situation in
order to plan for improvements. Meetings should also be informative where an
authority has something new to inform his/her subordinates. Teachers, learners or
parents should be also invited in a meeting to discuss an issue or share opinions or to
plan weekly, monthly or even annually activities. There may be also some meetings
evaluating how the planned activities are being put into practice.
f) Head teachers and other authorities respect to teachers rights
Table 20: Respect of teachers' rights
Category frequency %
Teachers Rights are respected 24 40.7
Teachers Rights are not respected 35 59.3
Total 59 100
Source: primary data
This table examines the teachers rights at school. 35/59 respondents, mean 59.3%
responded that head teachers and other authorities do not respect their rights. Reasons
for these irrespective attitudes may be a result of lack of leadership skills for those
authorities. It had been discussed during field research that head teachers do not have
leadership skills, they do not know how to manage a wide organization, how to work
with individual subordinates. Other local authorities from central government may
also have less understanding on pedagogy hence they tend to ignore how an
educational situation could be managed under teaching/learning environment of
teacher-learner interaction.
g) Degree of interaction, cooperation and collaboration between head
teachers and teachers
Table11: Interaction, cooperation and collaboration among school staffs
Answers/ degree Frequency %
Excellent 0 0
Very good 7 11.8
Good 19 32.2
Poor 33 56
Total 59 100
Source: primary data

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The table above is evaluating the interactive and collaborative attitudes developed by
head teachers to the school community. 33 (56%) respondents argued that head
teachers tend to develop poor collaborative and interactive attitudes towards the
school community especially to teachers. This is contrasted to the ideas of
transformational leaders where leader must work together with their subordinates as a
team. A good school administrator should listen to and learn from his/her
subordinates.
h) Head teachers commitment to solve the teachers problems
Table 12: Head teachers' commitment to problem-solving
Category Frequency %
Yes 35 59.3
No 24 40.7
Total 59 100
Source: primary data
By the table above, the researchers wanted to know if there are some problems of the
teachers that are not solved by their teachers. 59.3% of all respondents agreed with the
question which was asking if the head teachers solve their problems without
negligence while 40.7% disagreed by telling that there are some problems that are
neglected.
i) More cited problems of educational administration
Table13: Problems of educational administration in Munini sector
Problems Frequency %
Poor communication on the part of head teachers 57/59 96.6
Favoritism 8/59 13.6
Inexperience head teachers 41/59 69.5
Irrespective members of school community 34/59 57.6
Lack of commitment 39/59 66.1
Conflicts between leaders and subordinates 48/59 81.3
Source: Primary data

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The table above is showing that the more frequent problems faced by educational
administration are poor communication on the part of head teachers, conflicts
between school leaders and the subordinates, lack of commitment and irrespective
members of school community. The respondents enumerated also some other
problems such as poor management of school budget, autocratic leadership and self-
decisive head teachers.
j) Causes of the problems faced by educational administration
Table14: Causes of the problems of educational administration in Munini sector
Causes Frequency %
Lack of leadership skills 59/59 100
Poor welfare of teachers 59/59 100
Behavioral problems 4/59 6.7
Lack of motivation 31/59 52.5
Source: Primary data
Among the possible causes of the problems faced by the educational administration,
the respondents stated lack of leadership skills, low salary resulting poor welfare of
teachers. They enumerated also other factors that might cause obstacles to effective
educational administration such as lack of experience on the part of head teachers,
low involvement of parent in education of their children, and dictatorship, where A0
holders head teachers at 9YBE feel highly superior and despise A2 qualified teachers.
k) Suggestions to overcome the problems of educational administration
The respondents provided some remedies that when put into practice, could minimize
the problems faced by educational administration. They suggested that head teachers
should be well trained in leadership and management. Head teachers should also be
democratically elected rather than appointed in order to avoid their irrespective and
authoritarian attitudes.
According to respondents, primary school should have financial manager to separate
administrative duties from financial ones. This is to minimize the head teachers; self-
ownership and misappropriation of public property. Head teachers should be
regularly monitored, controlled, inspected and audited. The respondents suggested
also that their salary should be adjusted to the living conditions in order to motivate
their lost interest and commitment to work.

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4.2. FINDINGS FROM INTERVIEW WITH HEAD TEACHERS
This section is concerned with findings from interview that the researchers had
conducted with all head teachers of 5 primary schools located in MUNINI Sector,
Nyaruguru District.
4.2.1. Identification of Respondents
A. Sex
Table 35: Head teachers' sex
Sex Number of respondents
Male 4
Female 1
Total 5
Source: Primary data
This table shows that female head teachers are rare in Munini Sector. Males are likely
to be appointed on position of heading schools.
B. Experience
Table 46: Head teachers' experience
Experience Number of respondents
Less than 3 years 3
3-6 years 2
More than 6 years -
Source: Primary data
The table above shows that head teachers are not generally experienced in the career.
This lack of experience may create obstacles to them to accomplish their
responsibilities.
4.2.2. Views of respondents
4.2.2.1. Educational authorities that visit the primary schools
All five head teachers argued that the educational authorities from higher level that
visit their schools are the personnel in charge of education at sector level and the
director of education from the district.

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4.2.2.2. Persons addressed by higher educational authorities during
their visit to school
The respondents head teachers argued that when the authorities of education visit a
school, they address themselves to usually head teachers and sometimes to learners as
well as to teachers. The main concerns of that visit are inspection of hygiene and other
school activities such as constructions.
4.2.2.3. Role of parents in improvement of the schools
The head teachers argued that parents have not an important role in making the school
more successful. This is due to their habitual low involvement in the education of
their children hoping that a child at school is under teacher s responsibilities. This
habit continues growing until where parents do not provide their children with school
materials. These mistreated children late develop r indiscipline behavior towards their
classmates, teachers and the whole school community. Head teachers argued that only
Parent Committee participates in decision- making during conferences only. They do
not follow up what is being taught to their children.
4.2.2.4. Common problems faced by educational administration
As the first direct school administrator at lower level where national educational goals
might be applied, head teachers encounter several problems that hinder the
accomplishment of their tasks.
Among these problems, low and poor involvement of parents in education of their
children affects negatively the school performance. As they are less involve in
education their children, the last ones become more impolite difficult, even
impossible to manage. Frequent absence of learners, due to their attributions in other
productive tasks by their parents and deprivation of school materials, they perform
very poorly and they end by dropping out.
Head teachers pointed out that working with unmotivated teachers is another barrier
to better school management not only management of school activities and property,
but also the management of individual teachers dominated with poor welfare. Due to
poor and neglected salary, teachers have less commitment. They are always thirst of

49. - 39 -
seeking where they could found an additional income to survive. This causes their
frequent absence.
Being trustworthy and wise potential in rural area, teachers as well as head teachers
themselves are attributed several other responsibilities in local government of their
residential village, such as inyangamugayo for Gacaca courts, abunzi for local
justice etc. This double task also prevents them to accomplish their duties since these
activities are to be done during the normal working hours.
Head teachers revealed also that some teachers have not the ethical spirit and no
commitment to work. This is not an easy task for head teachers to manage so.
Head teachers themselves argued during the interview that they are not
knowledgeable in leadership. They were not trained in administration and
management. They are not skilled in leadership. This lack of leadership skills affects
their non achievement of national educational goal and the aims of their respective
schools at all.
Limited or lack of required school equipment due to poor financial budget had been
mentioned as another obstacle to educational administration. Running a school
without sufficient needed equipments seems very difficult.
Autocratic and violent dictatorship of higher local government leaders is a big
problem faced by head teachers and teachers at their work. Head teachers argued that
the local government leaders visit the schools to provide blames, harassments, violent
and dictatorial criticisms forcing teachers and head teachers to work under their
pressure. Note that this because those leaders were not trained in pedagogy, therefore
they don t know how to deal with educational issues under the environment of
learners-educators interaction.
4.2.2.5. Causes of the problems faced by educational administration
The head teachers- respondents pointed out some causes that are the sources of the
above mentioned problems faced by educational administration.
Primarily, poor welfare of individual teachers and head teachers due to low salary,
low involvement of parents in the education of their children, involvement of teachers
and head teachers in other non educative activities, authoritarian and dictatorial
pressure from local government authorities, limited finance, insufficient experience
and skills as well as lack of motivation are the main causes of most of the problems

50. - 40 -
faced by educational administration at primary school level as pointed out by head
teachers.
4.2.2.6. Remedies suggested by head teachers in overcoming the
problems of educational administration.
The head teachers suggested some ways that could reduce the problems faced by
educational administration in Rwandan Primary schools.
They argued that trainings on educational administration could provide them with
skills to help them improve the way they lead and they manage their respective
schools.
The Rwandan government should increase teachers welfare by adjusting their salary
to the requirements of the market.
For better management and good performance of the school, teachers should not be
elected in other administrative activities in order to ensure their regular attendance at
work.
The head teachers also argued that whether the involvement of parents in the
education of their children will be enhanced, their task will be easy and the
performance as well as successfulness of the school will be highly improved. This
could be done by applying the already but only verbally taken measures to punish
legally those parents who encourage their children not to attend schools.
Head teachers suggested that the school should be controlled by in charges of
education or educational inspectors only or provide the other local government
authorities with trainings on educational management. This is because those local
government authorities violently intervene in education in non pedagogical ways.
Parent committee should be encouraged to increase their involvement in school
activities and they should be provided with trainings on their responsibilities.
Capitation grant for schools should also be increased in order to provide schools with
sufficient needed equipments.
4.3. FINDINGS FROM INTERVIEW WITH THE PERSONNEL IN CHARGE
OF EDUCATION AT SECTOR LEVEL
4.3.1. Identification of interviewee

51. - 41 -
Table 17: Identification of the official in charge of education in Munini sector
Sex Female
Experience 1 month
Source: Primary data
The table above is showing that the official in charge of education has no experience
on the post. As she is new, it is understood that she confronts many obstacles in
dealing with educational issues. She has a lot of to do including socializing herself in
the community. Creating relationship between her and the whole population including
teachers, head teachers, parents and learners is not an easy process.
4.3.2. Views of the interviewee
4.3.2.1. Aim of the visit of in charge of education to school
As she is new at this position and in this sector, she only visited two per 5 schools and
she told that she had not still have sufficient information to provide.
During the interview with the personnel in charge of education in Munini Sector, the
interviewee enumerated that when she visit any school, the main activities that are
likely to done include monitoring and evaluation of school activities like hygiene and
buildings, punctuality of teachers and learners.
4.3.2.2. Frequency of school visit
The question here was to know some other circumstances that may lead the
interviewee to visit a school apart from supervision. The personnel in charge of
education at sector level stated that she may visit a school anytime she will be needed
either in meetings, in problem-solving, for providing advices, in decision-making or
for providing instructions to the school community.
4.3.2.3. Problems faced by educational administration
Being new the position, the personnel in charge of education in Munini sector
mentioned the lack of experience as the first problem she is experiencing at the
moment. Other problems she remarked are conflicts between head teachers and
teachers. A short period of her post, she argued that it had come to her office some
cases of conflicts between executive secretaries of cells and teachers. She explained

52. - 42 -
that when executive secretaries of cells went to school to control school activities,
their relationships with teachers become disturbed by conflicts. She argued that she
didn t know if those local leaders have educational inspection in their attributions.
There are also some irrespective individual teachers as well as learners that interrupt
head teachers stability to their responsibilities. Other serious problem is based on
frequent absence of teachers and head teachers to their work. She argued that this had
been explained to her that it is due to other non educative responsibilities that some
teachers and head teachers have in local government.
Among all other problems that are still hidden due to newness of the interviewee at
the position, may include poor leadership skills of head teachers because as she had
observed, the working environment at school seems to be ineffective. This is due to
considerable poor communication and cooperation between head teachers and other
members of the community which had been observed in two visited schools.
4.3.2.4. Solutions to the problems of educational administration
During the interview, the personnel in charge of education in Munini sector gave
some remedial measures that could minimize the problems faced by administration of
education.
At first place, the interviewee suggested trainings for head teachers on the matter of
educational administration. Both head teachers and teachers should be reminded and
encourage to respect their code of conduct so as to avoid conflicts between them, to
create safe, interactive and cooperative working environment, and to increase their
commitment.
Teachers and executive secretaries of cells should be put together in order to make
them aware of one and another s responsibilities and how to work according those
responsibilities.
The interviewee suggested that there should be serious punishments to irrespective
teachers and learners. Some sanctions suggested for teachers are for example non-
salary advancement, substract a quarter of pay for teachers and amend for learners
parents as well as for those parents who prevent their children to attend classes.
Other important remedy is minimizing head teachers and teachers involvement in
other services which encourage their absence to school.

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The personnel in charge of education also suggested that there should be a permanent
and regular periodical audit and control of school budget. Parent committee should be
encouraged to closely collaborate with teachers and head teachers in planning,
executing and monitoring the school activities. There should also be a regular follow
up of head teachers attitudes. Dictatorial head teachers should be removed from their
position whether they continue to resist for this negative attitudes.
4.4. FINDINGS FROM MEMBERS OF PARENTS COMMITTEE
4.4.1. Introduction
Interview had been made with 15 members of parents committee, means 3 for each
school. The views of the interviewees have been summarized as follow:
4.4.2. Views of respondents
4.4.2.1. Responsibilities of parents committee in school administration
The interviewed members of parents committee in 5 schools responded that the
responsibilities of the committee are those of participating in planning for school
projects, monitoring school activities to ensure the quality of education and
participating in decision-making.
4.4.2.2. Trainings of the parents committee
The members of parents committee argued that they had not been trained in school
management.
4.4.2.3. Collaboration and interaction between parents committees and school
staff
Concerning the collaboration and interaction between parents committees and school
staff, the interviewees stated that collaboration and interaction is still poor because of
many reasons. They witnessed that they are usually invited in meetings only to be
informed about the already decided issues. They are not involved in planning and
decision making of school activities as it is supposed to be. They argued that they are
requested only to approve and sign on what has been planned and decided by school
leaders alone. This shows that there is no cooperative environment at schools between
parents and school principals.

54. - 44 -
4.4.2.4. Problems faced by educational administration as stated by P.C.
The problems that the interviewed members of P.C. include non regular meetings
schedule between school administrators and parents, head teachers are frequently
absent at their schools therefore teachers do as they want without any control. Poor
involvement of parents in education of their children also affects the school
performance in such a way that it creates indiscipline and school dropout in children.
4.4.2.5. Causes of the problems faced by school administration according to P.C.
These causes as identified by members of P.C. include the incapability and lack of
commitment on the part of the head teachers as well as their selfish spirit which
attract them to not let P.Cs. play their confined roles. Ignorance of parents also
hinders a good compliance of educational administration in such a way that they
believe that children at school have to be provided with education by only their
teachers.
4.4.2.6. P.Cs remedies to overcome the problems faced by school administration
The interviewees suggested firstly that school head teachers should be democratically
elected from the teachers rather than being appointed. Head teachers should be
provided with trainings on how to manage the school better. They should be
encouraged and reminded how to work with others, to cooperate with parents,
partners, teachers and learners for mutual performance.
Members of parents committees suggested that their responsibility to school
management should be valued. They should be provided with free opportunity to
monitor, evaluate and control school management. They suggested also that those
parents who discourage their children form education should be legally punished.
They finally suggested that there should be regular supervision and audit to head
teachers so as to maximize their attendance at school, their accountability to work and
to ensure that school property is not being wasted or used in personal businesses.

55. - 45 -
CHAPTER V: CONCLUSION AND RECOMMENDATIONS
5.1. Conclusion
This research dealt with problems faced by educational administration in Rwandan
primary schools. It involved different respondents from Munini sector, Nyaruguru
District in Southern Province of Rwanda. Basing on the views of respondents and
interviewees, it identified such problems, their possible causes and it suggested some
remedial measures that could minimize or overcome such problems so that the quality
of education would be improved.
5.1.1. Problems faced by educational administration in primary schools
1. Lack of leadership skills
School administrators in Rwandan primary schools are almost unskilled especially the
A2 qualified ones. This is because they were trained in TTCs where the concept of
educational administration was not acquired. This lack of leadership skills generates
the lack of skills for supervision, collaboration and interaction and management.
2. Poor communication between leaders and subordinates
This research proved that there is no lateral and cross communication between school
administrators and school community. This poor communication explains well the
lack of cooperation, collaboration and interaction between school community itself,
school community and partners, parents and other educational stakeholders.
3. Lack of commitment and experience
Either school head teachers or teachers have no commitment to work. This is
explained by their scarcer attendance to school. Parents also are less committed in
encouraging their children to study and to behave adequately. Lack of experience also
is a factor that is affecting negatively a good compliance of school administration.
The personnel in charge of education in Munini sector argued during the interview
that it will take her a long time to master the situation of education in her area. As
head teachers are rarely supervised, controlled and audited, it is shown that the

56. - 46 -
educational supervisors are also less committed in accomplishing their duties and
responsibilities.
4. Conflicts between administrators and subordinates
Conflicts are frequent between teachers and their administrators either head teachers
or local administrators. This is caused by no satisfaction of both sides due to
uncompleted responsibilities of each. Research revealed that local administrators and
school community are contrasted in terms of educational evaluation.
5.1.2. Causes of the problems faced by educational administration
This research proved that the causes that are behind the problems of educational
administration at primary school level include untrained individual staffs lacking the
leadership skills; appointed rather than elected head teachers whose leadership is
highly autocratic; poor condition of life for teachers due to low salary which make
them de-motivated leading to lack of commitment to their work. Other causes are lack
of regular supervision, audit, monitoring and evaluation of schools which lead school
staff to be less productive. This research cannot ignore the role of low involvement of
parents in planning and decision making of school activities as well as in education of
their children.
5.1.3. Remedies to problems of educational administration
Different respondents and interviewees involved in this study pointed out that, in
order to minimize the problems faced by educational administration; educational
administrators especially school principals should be trained in educational
administration for better understanding of how to deal with school administration
properly. According to teachers and parents, head teachers should be democratically
elected in order to minimize their dictatorial and violent leadership where they -head
teachers- say that they are not supposed to work for teachers as there is none of them
to disappoint them because none had appointed them on the posts.
The respondents also argued that whether the school administration is separated from
school financial management; might reduce head teacher personal ownership and
misappropriation of public property. School should be regularly controlled; audited,