Headteachers’ leadership in implementing differentiated instruction to address diverse learning needs in public primary schools

This research analysed headteachers’ leadership in implementing differentiated instruction to address diverse learning needs in public primary schools in Gasabo District, Rwanda. A mixed-methods research design was used, combining quantitative data from 99 teachers, 37 Directors of Studies, and 37 headteachers, alongside qualitative insights from interviews with 15 headteachers. Data were collected using questionnaires and interviews, and analysis combined descriptive statistics with thematic interpretation. Findings revealed that differentiated instruction is moderately implemented, with professional development workshops (M = 3.53-4.49) and collaborative planning opportunities (M = 3.33-4.61) serving as the main support strategies. Individualised coaching and one-on-one support were less consistently applied. Structural challenges, including large class sizes (M = 3.23-4.67) and limited time for professional development (M = 3.43-4.47), were reported across all respondent groups. Headteachers were identified as pivotal in creating supportive learning environments, monitoring instructional practices, and promoting inclusive pedagogy, although variation across schools highlighted the need for more consistent leadership practices. The study concludes that headteachers’ leadership is critical for promoting differentiated instruction, but its effectiveness depends on systematic learning support, teacher capacity-building, and addressing structural barriers. Recommendations include strengthening individualised coaching, provision of materials needed, reducing class sizes, and providing ongoing professional development focused on inclusive teaching practices. These findings provide evidence-based insights for educational leaders, policymakers, and teacher development programs aiming to improve quality differentiated instruction and equity in Rwandan public primary schools.