Abstract: This study explores teachers' perspectives on principals' leadership strategies for managing student Behavioural challenges in public secondary schools in Muhanga District, Rwanda. Grounded in Transformational Leadership Theory, the research explores the influence of leadership practices, including counselling, mentorship, and participatory decision-making, on student behaviour and academic performance. Adopting a qualitative phenomenological approach, data were gathered through semi-structured interviews with ten teachers and two principals from five secondary schools, purposively selected to provide a comprehensive understanding of leadership dynamics in diverse school contexts. The findings indicate that principals who engage in inclusive and supportive leadership practices have a positive impact on student behaviour; however, challenges such as inconsistent policy implementation, heavy administrative workloads, and limited parental involvement significantly constrain the effectiveness of these strategies. Teachers reported that while guidance-based leadership had a notably positive effect, its application was inconsistent across schools, with variability linked to individual principals' leadership styles and contextual factors within each institution. This variability was shown to directly influence both student behaviour and academic outcomes, underscoring the importance of consistency in leadership practices. The study underscores the need for enhanced leadership development programs that integrate emotional intelligence, restorative practices, and effective Behavioural management strategies. It also highlights the importance of involving teachers in decision-making processes regarding student discipline and fostering stronger partnerships between schools and local communities. These findings offer crucial implications for educational policy and practice, not only within Rwanda but also in broader contexts, providing evidence-based recommendations to refine leadership practices, improve Behavioural management, and ensure alignment between policy and practice in secondary schools.
Keywords: Teachers’ Perspectives, Principals’ Leadership Strategies, and Student Behaviour Management.
Title: Teachers’ Perspectives on Principals’ Leadership Strategies for Managing Student Behavioural Challenges in Public Secondary Schools: A Case Study of Muhanga District, Rwanda
Author: Mr. Florien UWIZEYIMANA, Prof. XIA XUE, Mr. Pierre Chrisologue IMANISHIMWE, Mr. Theogene NTIRENGANYA
International Journal of Management and Commerce Innovations
ISSN 2348-7585 (Online)
Vol. 13, Issue 2, October 2025 - March 2026
Page No: 44-56
Research Publish Journals
Website: www.researchpublish.com
Published Date: 06-November-2025
