改善卢旺达的学校领导力

Journal of Development Economics · 2025 · [{"name": "Simeon Lauterbach", "affiliation": ["Graduate Institute of International and Development Studies"]}, {"name": "Lee Crawfurd", "affiliation": ["Center for Global Development"]}, {"name": "Jocelyne C. Kirezi", "affiliation": ["Rwanda Development Board"]}, {"name": "Aimable Nsabimana", "affiliation": ["United Nations University World Institute for Development Economics Research"]}, {"name": "Jef Peeraer", "affiliation": ["Rwanda Development Board"]}]

中文摘要

有效的学校领导力能否提高低收入国家高风险考试的成绩？为回答这一问题，我们考察了VVOB于2018年至2019年间在卢旺达表现最差的六个地区、共525所小学实施的一项学校领导力专业发展项目的短期影响。该项目旨在强化校长的领导力、管理能力及教师支持技能。我们发现，干预实施后一到两年内，该项目对小学毕业考试成绩的影响较小，且在统计上不显著。然而，该项目使教师留任率提高了5到6个百分点；定性证据表明，校长为教师提供了更多支持，尤其是在入职过程中。未来研究应着重完善此类项目，并探究还需具备哪些机制才能同时改善学生的学习成果。

Abstract

Can effective school leadership enhance high-stakes test scores in low-income countries? To address this question, we examine the short-term impact of a school leadership professional development program that was implemented by VVOB across 525 primary schools in the six lowest-performing districts of Rwanda between 2018 and 2019. The program aimed to strengthen the leadership, management, and teacher support skills of school headteachers. We find that the program had small but statistically insignificant effects on Primary Leaving Examination scores within one to two years after the intervention. However, the program led to a five to six percentage point increase in teacher retention rates, with qualitative evidence suggesting that headteachers provided greater support to teachers, in particular during the onboarding process. Future research should focus on refining such programs and understanding which mechanisms are necessary to also improve learning outcomes of students.