Pedagogical Leadership and Student Outcomes in Burundi

This study examines how lecturers’ academic and pedagogical leadership styles influence students’ academic performance at the University of Burundi, focusing on learning outcomes, teaching methodologies, and evaluation practices. It is guided by three research questions addressing the extent to which leadership in learning, lecturing, and formative assessment affects student achievement, particularly in IPA and the Faculty of Medicine. The work is structured around five chapters: the introduction and problem statement; a literature review identifying existing knowledge and gaps; the methodology outlining mixed methods and research instruments; the presentation and analysis of data; and the conclusion with recommendations for improving higher education. Based on responses from 65 participants, including administrators and students, the findings reveal a direct and negative relationship between pedagogical leadership behaviors and student academic performance. The study contributes empirically to understanding how leadership practices shape outcomes in Burundian higher education, especially within IPA and Medicine.