Abstract: This study explored how teaching resource management practices influence the implementation of inclusive education policies in public secondary schools in Rwanda, focusing on Nyaruguru District. It specifically examined the effects of resource planning, utilization, and monitoring and evaluation (RME) on policy implementation. Adopting a descriptive research design, the study targeted 255 respondents, including students, teachers, and school leaders, from which a sample of 156 participants was selected using stratified and simple random sampling. Data were gathered through questionnaires and document analysis, and analyzed using IBM SPSS Version 21.0 with both descriptive and inferential statistics. Findings indicated that resource planning is effectively practiced, as most school leaders (86.4%), teachers (88.5%), and students (88.5%) strongly agreed that proper planning supports inclusive education (mean = 4.87, SD = 0.56). Similarly, resource utilization was found to be effective, with strong agreement among respondents that resources are appropriately used to meet diverse learning needs (mean scores = 4.45–4.59). The study identified resource monitoring and evaluation as the most influential factor in successful policy implementation, showing a strong positive relationship (R = 0.68, R² = 0.46, F = 81.0, p < 0.001, B = 0.72, Beta = 0.68). This implies that RME practices account for 46% of the variance in the implementation of inclusive education policies. The study concludes that effective management of teaching resources significantly enhances inclusive education outcomes. It recommends that school leaders strengthen inclusive resource planning with attention to learners with disabilities, teachers pursue continuous professional development in resource use, and schools establish systematic RME frameworks. Furthermore, the government and policymakers should ensure adequate financial and logistical support to sustain inclusive education implementation in public secondary schools.
Keywords: Teaching Resources, Management Practices, Inclusive Education, Public Secondary Schools, Nyaruguru District.
Title: Teaching Resources Management Practices and Inclusive Education Policies Implementation in Public Secondary Schools in Rwanda: A Case of Nyaruguru District
Author: Twagirayezu Albert, Dr Hesbon Opiyo Andala
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 13, Issue 4, October 2025 - December 2025
Page No: 355-366
Research Publish Journals
Website: www.researchpublish.com
Published Date: 14-November-2025
