Abstract: The Purpose of this study was to examine how strategic management influences students' academic achievement in Public secondary schools in Rwanda, with a particular emphasis on the Bugesera District.The research was grounded in Strategic management Theory and Academic performance Theory. Descriptive research design was employed to facilitate data collection. The study population included students, teachers, school head teachers, and parents. A Total 270 respondents was involved, comprising 45 head teachers, 225 current teachers from Public secondary schools in Bugesera District, Rwanda. Participants was selected through a combination of random and purposive sampling techniques. The results show an extremely strong and statistically significant positive correlation between strategic management practices and academic performance in Public secondary schools in Rwanda. The Pearson correlation coefficient (r = 0.941) indicates an almost perfect positive relationship, suggesting that schools that effectively implement strategic managemen practices achieve significantly higher academic outcomes. The results presented provide insights from the regression analysis examining the impact of strategic management practices on academic performance in Public secondary schools in Rwanda. The R value (0.941) indicates a very strong correlation between the independent variable (strategic management practices) and the dependent variable (academic performance). This suggests that strategic management practices are closely associated with improvements in students’ academic outcomes. The R Square value (0.885) shows that approximately 88.5% of variance in academic performance can be clarified by strategic management practices. Schools that regularly conduct performance reviews, apply SWOT analysis, and use academic data to guide strategic decisions tend to achieve higher learning outcomes. Continuous performance monitoring allows schools to identify gaps in instruction, adjust strategies, and allocate resources more effectively. This includes formulating clear guidelines for performance analysis, stakeholder participation, and leadership development across all public secondary schools. The Rwanda Basic Education Board should design and implement professional training programs for teachers and head teachers focusing on strategic management. leadership, and resource planning.
Keywords: Strategic Management, Academic Performance, school management, secondary school.
Title: Influence of Strategic Management on Academic Performance in Public Secondary Schools in Bugesera District, Rwanda
Author: Nkundabakize Sylvain, Ruth Thinguri
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 14, Issue 3, July 2026 - September 2026
Page No: 46-66
Research Publish Journals
Website: www.researchpublish.com
Published Date: 09-July-2026
