It is recommended that headteachers adopt and strengthen participatory leadership practices that actively involve teachers in decision-making, planning, and problem-solving. This enhances teacher moti

The gap

Consensus across the literature

Supporting evidence — 4 representative gaps

• Investigating the relationship between individual learning opportunities and improved teaching practices in public primary schools (2026) · doi

  and headteachers. In addition, qualitative interviews were conducted to provide deeper insights and verify patterns observed in the quantitative results. Participants were also assured of anonymity and confidentiality to encourage honest responses (Creswell, 2013). Studies, 3.1 Research design A mixed-methods research design was adopted, integrating quantitative and qualitative approaches (Creswell and Plano Clark, 2018). The mixed-methods design was chosen to quantify relationships while simultaneously exploring contextual factors influencing implementation, allowing for richer interpretation than either method alone. The quantitative component examined learning opportunities and improved teaching practices using survey data. The qualitative component explored teachers’ and headteachers’ perspectives on the implementation of individual learning opportunities, including perceived benefits, challenges, and contextual constraints. relationship between individual the that headteacher provide This design enabled the study to quantify relationships between variables while providing explanatory insights into how individual learning opportunities are implemented in practice. The study was guided by learning-centered leadership theory, which posits learning opportunities that enhance teachers’ knowledge and strengthen their instructional capabilities, and by principles of differentiated instruction, which emphasise adapting teaching to learners’ (Piaget, 1972; readiness, Talebizadeh et al., 2021). These perspectives informed the selection of variables and the interpretation of findings, without being repeatedly restated across sections. learning profiles interests, and individual 3.2 Study area The study was conducted in public primary schools in Gasabo District, Kigali City, Rwanda, selected for its diversity in socio- economic settings, class sizes, teacher-to-student ratios, and availability of instructional resources. Schools in the district vary in performance according to the National Examination and School Inspection (National Examination and School Inspection Authority, 2023), allowing the study to capture contexts where professional development needs are most pronounced. This urban and peri-urban setting provides a representative snapshot of the challenges and opportunities for implementing teacher individual learning programs in Rwandan public primary schools. 3.3 Sampling techniques sampling A mixed approach was used to balance representativeness and feasibility. For the quantitative component, purposive sampling selected 37 their headteachers and Directors of Studies, targeting diversity in instructional quality and resource availability. Within these schools, stratified random sampling was used to select 99 teachers to ensure proportional representation across grade levels, teaching experience, and subject specialisations. schools along with For the qualitative component, 15 headteachers, one from each sector, were purposively selected to provide in-depth perspectives from schools across different socio-economic and instructional contexts, enhancing the richness of the data while ensuring comprehensive coverage. Although the sample captures a diversity of urban, peri-urban, and resource-constrained

  Keywords: learning schools opportunities individual headteachers qualitative quantitative design component instructional urban sampling provide mixed teaching
• Investigating the relationship between individual learning opportunities and improved teaching practices in public primary schools (2026) · doi

  Informed by the study findings, specific recommendations are offered to relevant stakeholders to address gaps in individual learning opportunities and instructional practices. 7.1 Recommendations to headteachers revealed variability - Plan individual learning opportunities programs aligned with teachers’ instructional needs and school priorities, as findings to individual learning opportunities and differences in its perceived impact across schools. - Provide ongoing mentoring since headteachers reported improvements in teaching practices when support was provided. teachers’ access coaching, and in - Monitor the impact of individual learning opportunities through classroom observations and reflective feedback, due to inconsistent application of individual learning opportunities supported practices across schools. 7.2 Recommendations to directors of studies - Ensure equitable access to individual learning opportunities for all teachers, supported by the perception gap between Directors of Studies and teachers. - Facilitate peer learning sessions and collaborative problem- solving forums, given the strong perceived impact of individual learning opportunities on teaching practices. - Track and evaluate the influence of individual learning student and instruction were not opportunities on outcomes, as consistently reflected in improved teaching practices. teaching practices improvements in 7.3 Recommendations to teachers - Actively engage in individual learning programs, including workshops, coaching, and online courses, as teachers

  Keywords: learning individual opportunities practices teachers recommendations teaching impact ndings instructional headteachers programs perceived across schools
• School head’s leadership behavior and job performance of teacher leaders: A sequential explanatory mixed method (2026) · doi

  In light of the findings, several recommendations are proposed. For future research, it is recommended to explore other factors that may influence teacher leaders’ job performance, such as organizational culture, work environment, and motivation. Conducting similar studies in different contexts or regions may also help validate and extend the findings. Longitudinal research designs are encouraged to examine the long-term effects of leadership behavior on performance and to provide a more comprehensive understanding of these dynamics. For practice, school heads are encouraged to strengthen leadership practices that focus on empowerment, communication, and recognition. Teacher leaders should be supported through continuous professional development programs that enhance their instructional and leadership competencies. Schools should also foster collaborative environments that encourage shared learning and mutual support among teachers. For policy, it is recommended that educational authorities institutionalize teacher leadership roles and provide clear guidelines for their integration into school governance. Policies should support the establishment of professional learning communities and mentoring systems, as well as the continuous development of both school heads and teacher leaders. Furthermore, performance management systems should be enhanced to reflect a more holistic approach that captures both measurable outcomes and professional practices

  Keywords: teacher leadership leaders performance school professional recommended encouraged provide heads practices continuous development learning support
• Participatory Leadership, Teacher Creative Thinking and Instructional Preparedness in Basic Schools: Evidence from the Kwadaso Municipality (2026) · doi

  It is recommended that headteachers adopt and strengthen participatory leadership practices that actively involve teachers in decision-making, planning, and problem-solving. This enhances teacher motivation, commitment, and creativity, fostering a supportive environment for professional growth. Regular training and professional development programs should be organised to enhance teachers’ creative thinking and instructional preparedness. Additionally, education authorities should provide adequate resources and supportive environments that encourage collaboration, innovation, and continuous improvement in teaching and learning at the basic level. There should be resourceful planning, use of relevant materials, and adaptive strategies to improve learner engagement, problem-solving, and lesson delivery. Authors’ Declarations and Contributions The authors, John Opoku, Rev. Prof Alexander Kyei Edwards, and Rev. Fr. Dr Francis Kwame Sam, conceived and designed the study, analysed and interpreted the data, drafted the manuscript, and reviewed, edited, and approved the final manuscript for submission. The authors' roles include: conceptualisation, data collection, data analysis, literature review, writing the original draft and reviewing and editing the manuscript.

  Keywords: authors manuscript teachers planning problem solving supportive professional recommended headteachers adopt strengthen participatory leadership practices