Understanding the Mechanisms Driving Effectiveness in Blended Professional Development for School Leaders in Rwanda

This paper investigates the effectiveness of blended Professional Development programmes for school leaders in Rwanda, identifying the mechanisms that drive the effectiveness of such a blended modality. The study employs a mixed-methods approach, combining quantitative data from 922 participants across two PD cohorts, alongside qualitative insights from in-depth interviews with six facilitators. The PD programmes adopt a blended delivery modality integrating online asynchronous learning with in-person sessions, embodying flipped classroom principles and active, participatory learning strategies. Findings indicate that the blended PD approach enhances digital literacy, facilitates deeper content engagement, and strengthens contact time between facilitators and participants. The study highlights the evolving role of facilitators from traditional lecturers to dynamic facilitators and monitors of learning, necessitating continuous professional development to fulfil these roles effectively. Data analytics support real-time monitoring and iterative programme improvements. The paper concludes by affirming the scalability and sustainability potential of the blended PD model within Rwanda’s educational policies.