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

Headteachers’ leadership in implementing differentiated instruction to address diverse learning needs in public primary schools | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Headteachers’ leadership in implementing differentiated instruction to address diverse learning needs in public primary schools Grace Ukwigize, Irénée Ndayambaje, Jean Baptiste Ndagijimana This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8815589/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 14 You are reading this latest preprint version Abstract 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. Differentiated instruction diverse learning needs public primary schools headteachers’ leadership in practice Full Text Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Editorial decision: Revision requested 04 May, 2026 Reviews received at journal 29 Mar, 2026 Reviewers agreed at journal 27 Mar, 2026 Reviewers agreed at journal 11 Mar, 2026 Reviews received at journal 08 Mar, 2026 Reviewers agreed at journal 08 Mar, 2026 Reviewers agreed at journal 08 Mar, 2026 Reviews received at journal 07 Mar, 2026 Reviewers agreed at journal 06 Mar, 2026 Reviewers invited by journal 06 Mar, 2026 Editor invited by journal 16 Feb, 2026 Editor assigned by journal 16 Feb, 2026 Submission checks completed at journal 12 Feb, 2026 First submitted to journal 12 Feb, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8815589","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":604660547,"identity":"6b8a52ce-dd7c-461f-9177-ebe4e6c404f2","order_by":0,"name":"Grace Ukwigize","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA+0lEQVRIiWNgGAWjYPCCBAY2BsYGBoYKIJuZuYEULWdAWhiJ1AIGjG1gEr8W+ejDDz98bEtL7ONf3Pzh47zaaP52oJYfFdtwajE8l2YsObMtJ7FN4mGD4cxtx3NnHGZsYOw5cxu3lh4GM2betorcNomDDcm8247lNgC1MDO24dPC/o35L1TL4b9zjuXOJ6RFnofHDKggJ7eNv7GxmbGhJncDIS0GPDzFkj3n0urbJBibGXuOHcjdCNRyEJ9f5HvYN374UZZsLN9//PGHHzV1ufPOHz744EcFHlsOwFgSCSDyMJh9AJtSuC0NMBY/WF0dPsWjYBSMglEwQgEAJyFfbh8KzYYAAAAASUVORK5CYII=","orcid":"","institution":"University of Rwanda","correspondingAuthor":true,"prefix":"","firstName":"Grace","middleName":"","lastName":"Ukwigize","suffix":""},{"id":604660548,"identity":"38a09e3d-51e6-49dd-b20d-66cbb115c01d","order_by":1,"name":"Irénée Ndayambaje","email":"","orcid":"","institution":"University of Rwanda","correspondingAuthor":false,"prefix":"","firstName":"Irénée","middleName":"","lastName":"Ndayambaje","suffix":""},{"id":604660549,"identity":"e6616fe4-8c5f-4afc-ba0c-5fd77459ae54","order_by":2,"name":"Jean Baptiste Ndagijimana","email":"","orcid":"","institution":"University of Rwanda","correspondingAuthor":false,"prefix":"","firstName":"Jean","middleName":"Baptiste","lastName":"Ndagijimana","suffix":""}],"badges":[],"createdAt":"2026-02-07 12:54:16","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8815589/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8815589/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":104471928,"identity":"9e6b5dbc-c7d8-4c57-8657-07f8f00d85f1","added_by":"auto","created_at":"2026-03-12 07:28:21","extension":"pdf","order_by":1,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":426601,"visible":true,"origin":"","legend":"","description":"","filename":"MANUSCRIPT2.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8815589/v1_covered_2811db31-2da1-4836-9cd3-c8f8a129e3b9.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Headteachers’ leadership in implementing differentiated instruction to address diverse learning needs in public primary schools","fulltext":[],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":false,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":true,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":true,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Differentiated instruction, diverse learning needs, public primary schools, headteachers’ leadership in practice","lastPublishedDoi":"10.21203/rs.3.rs-8815589/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8815589/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"This research analysed headteachers’ leadership in implementing differentiated instruction to address diverse learning needs in public primary schools in Gasabo District, Rwanda. 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