Influence of Female Teacher Mentorship on Female Students’ Academic Performance in Selected Secondary Schools in Rwamagana District, Rwanda


  • UWIZIHIWE Leonne Laura Mount Kenya University, Kigali, Rwanda
  • Dr. MUKAMPAZIMPAKA Marie Claire Mount Kenya University, Kigali, Rwanda



This study investigated female teacher’s mentorship strategies and female student’s academic performance in selected secondary schools in Rwamagana Distrcit, Rwanda. The specific objectives were to determine female teacher’s mentorship strategies used among some secondary schools located in Rwamagana District, to investigate female student’s academic performance in selected secondary schools in Rwamagana District, and establish relationship between female teacher’s mentorship strategies and of female student’s academic performance in selected secondary schools in Rwamagana District. This research was conducted descriptively with correlation study with a mixed approach to study the relationship between mentorship and female students’ academic performance. Data collected from the target population of 486 respondents using a semi structured questionnaire. The study targeted not only school principals and female teachers in secondary schools in Rwamagana District. A sample size of 219 calculated through the use of Yamane formula and a representative group was obtained purposively and randomly. Questionnaire, interview guide and documentary analysis help the researcher to obtain information while both descriptive and correlation methods were adopted to analyze response and evidences. Results denoted 70% of female teachers in secondary schools agreed with statement, 86.4% agreed with the statement related  suitable guidance and counseling for dealing with phycology issues that may influence their learning outcome, 80.0% of connecting students and school managers to improve female enrolment, 53.1% strongly agreed with the fact that the role modelling stimulates female students enrich their self-assurance, 40.9% strongly that studied schools are lack of girl’s awareness and freedom, 69.8% strongly agree to help girls. Findings demonstrated that 90% of enrolled girls complete their secondary education, girls’ education performance, mind-set, retention improved both in STEM and other subjects, and community behavior change about educating girls from seeing them as marriage material to equal individuals., 86.4% agree with girls of  this  school have  self-motivation  in  their learning activities,77.0% evidenced that girls of this school get improved grades in various exams compared to boys,76.4% accepted an improved girls’ completion in this school compared to the enrolment rate. To the third objective, results shows that mentorship through Hiring Female Teachers in schools was associated with participating in class with 0.176. Mentorship through role modelling and parental attitudes was connected to increase their outcomes in national exams with 0.887 and increase test outcomes and success with 0.0864. This research proposes that public institutions would increase educational quality and facilitate female to attain high performance and abandoning harmful culture through the adoption of gender sensitive strategies.

Keywords: Influence, Female Teacher Mentorship, Female Students, Academic Performance, Secondary Schools in Rwamagana Distict, Rwanda.

Author Biographies

UWIZIHIWE Leonne Laura, Mount Kenya University, Kigali, Rwanda

Mount Kenya University, Kigali, Rwanda

Dr. MUKAMPAZIMPAKA Marie Claire, Mount Kenya University, Kigali, Rwanda

Mount Kenya University, Kigali, Rwanda


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How to Cite

UWIZIHIWE , L. L., & MUKAMPAZIMPAKA , M. C. (2023). Influence of Female Teacher Mentorship on Female Students’ Academic Performance in Selected Secondary Schools in Rwamagana District, Rwanda . Journal of Education, 6(2), 35–52.