Examining the relationship between headteacher-led teacher professional development and quality instruction in public primary schools

This study investigated the influence of headteacher-led teacher professional development on quality instruction in public primary schools in Gasabo District, Rwanda, addressing the gap in understanding how structured, collaborative, and reflective TPD practices impact classroom teaching. Guided by learning-centered leadership theory and professional learning theory, the study examined both structural and relational mechanisms of professional development and quality instruction. A mixed-methods design was used, combining quantitative surveys of 99 teachers, 37 headteachers, and 37 Directors of Studies with qualitative interviews of 15 headteachers. Findings revealed that school-based professional development plans (β = 0.34), collaborative learning opportunities (β = 0.28), and professional reflection and feedback (β = 0.25) significantly predicted quality instruction, explaining 62% of the variance (R² = 0.62, F = 28.46, p < 0.001). Qualitative insights highlighted challenges, including inconsistent mentorship, limited follow-up, and unequal access to training, while emphasising the positive benefits of peer mentoring, workshops, and structured feedback in enhancing lesson planning, teaching delivery, and innovative practices. The study provides actionable evidence for policymakers and school leaders to strengthen teacher capacity and learning outcomes.