EFFECT OF RESOURCE MANAGEMENT PRACTICES ON EDUCATIONAL DEVELOPMENT IN SELECTED SECONDARY SCHOOLS IN KARONGI DISTRICT, RWANDA

Abstract

The purpose of this study was to explore the effect of resource management practices on education development in selected secondary schools in District of Karongi, West Province of Rwanda. The study objectives were to assess the impact of financial, human, time and material resources management on educational outcomes. Using a descriptive survey design, the resource-based view theory which emphasizes that efficient resource management is crucial to enhancing organizational performance was applied. The population included head teachers, teachers, school general assembly members and students from the selected secondary schools in the district namely Groupe Scolaire Nyabubare, Groupe Scolaire Nyarutagara, G.S Gitabura, G.S Munigi, G.S Gakuta, G.S Gisovu, G.S Nyarubuye, G.S Rutabi, G.S Nyaruyaga, and G.S Twumba, the sample size comprises 44 School General Assembly Committee members, 8 Headteachers, 84 teachers and 323 students making 459 respondents. Random sampling technique was used, Yamane’s formula was used to determine the number of respondents. Data were collected using structured questionnaires and interviews, with instrument validity established through expert reviews and reliability via a pilot test. The data were analyzed using both descriptive and inferential statistics, including regression analysis to determine the impact of each resource management practice on educational outcomes. The findings showed that educational outcomes were significantly better in schools with well-managed human resources, including ongoing teacher training and ideal teacher-student ratios. It was discovered that financial resource management was just as important since educational performance was higher in schools that provided adequate funding for infrastructure and instructional materials. It has been demonstrated that material resource management, in particular with regard to the availability and upkeep of textbooks, classrooms, furniture, ICT tools, and laboratory equipment, improves student achievement, particularly in practical subjects. Maximizing learning opportunities also required effective time management, which included maintaining structured schedules and minimizing delays in the classroom. The study came to the conclusion that improving educational development in secondary schools requires the use of effective resource management strategies. To raise academic achievement in Rwanda, it suggested that schools strengthen their financial management, make investments in staff development, and make sure that material resources are allocated and used properly.