Investigating the Influence of School Leadership in Enhancing Students’ Performance in the French Subject in Nyagisozi Sector Lower Public Secondary Schools

Abstract

Using a qualitative approach, this study explored school leadership’s influence on students’ performance in the French subject in Nyagisozi Sector lower public secondary schools. Data were collected through in-depth interviews with four purposively selected headteachers and were analyzed thematically to capture leadership practices, teacher motivation, student engagement, challenges, and perceived impacts. Findings revealed that effective school leadership enhances French performance through instructional supervision, teacher motivation, and student-centered initiatives, while systemic challenges such as limited resources and inadequate parental support constrain these efforts. The study underscores the pivotal role of headteachers in shaping instructional quality and learner outcomes and recommends collaborative strategies involving teachers, policymakers, and parents to sustain improvements in French education.