Going beyond the challenge: School leaders’ strategies for ensuring teachers’ engagement in student learning during COVID-19 related school closure in Rwanda

Abstract

This study aimed at assessing how school leaders managed to continuously engage teachers to support students during remote learning conducted amidst COVID-19-related school closure in Rwanda. The study adopted an explanatory sequential mixed-method research design. A total of 54 school leaders from seven different districts (urban and rural) were involved. A questionnaire survey and an interview guide served as primary data collection tools. The findings revealed that school leaders could not afford to monitor lessons aired on radio, TV, or other digital platforms alone. Hence, they opted to delegate responsibility to respective teachers, trusting them with independent decision-making. Findings reiterate that professionals, teachers, and school leaders make decisions on how best to overcome the imposing circumstances. The present study recommends that continued personal and collective structured professional development opportunities should be offered, especially regarding ICT devices and online learning platforms.