Influence of Professional Learning Communities on School Leaders’ Job Performance in Public Secondary Schools in Ruhango District, Rwanda

Abstract

This study examined the influence of Professional Learning Communities (PLCs) on school leaders' job performance in public secondary schools in Ruhango District, Rwanda. Using a descriptive correlational design, the research involved 153 participants, including students, teachers, head teachers, and deans of studies from five schools in Kabagali and Bweramana sectors. Data were collected through structured questionnaires and focus group discussions and analyzed using both quantitative and qualitative methods. The findings revealed strong positive correlations between key PLC components shared leadership, collaboration, and focus on student learning and leadership performance indicators such as efficiency, productivity, and effectiveness. For example, collaboration showed the strongest predictive relationship (β = 0.478, p < 0.001), followed by a focus on student learning and shared leadership. Overall, PLC components accounted for 96.3% of the variance in school leaders’ job performance (R² = 0.963). The study concludes that PLCs significantly enhance school leadership performance. However, barriers such as limited time and inadequate professional development hinder their full implementation. It is recommended that education policymakers and school leaders invest in expanding PLC structures, provide sufficient time for collaboration, and strengthen professional development to maximize leadership effectiveness.