Abstract
School leadership plays a crucial role in shaping quality teaching and learning globally, with growing emphasis on models that go beyond administration to actively promote instructional excellence. Learning-centred leadership, which prioritises student learning, teacher development, and supportive school environments, is a key focus in Rwanda’s Education Sector Strategic Plan (ESSP 2018–2024). This scoping review applied Arksey and O’Malley’s framework alongside PRISMA-ScR guidelines to analyze literature from 2017 to 2025, examining how learning-centred leadership affects quality instruction in public primary schools in Gasabo District, Rwanda, with studies screened for relevance and rigour. Findings indicate that learning-centred leadership significantly enhances instructional quality. Effective instructional supervision strongly correlates with improved teacher performance, and targeted professional development fosters both teacher growth and student achievement. Transformational and democratic leadership styles were identified as most effective in promoting teacher commitment and positive school outcomes. Furthermore, a positive school culture and collaborative learning environments contribute substantially to academic success. However, systemic challenges such as limited school leader training, administrative burdens, resource constraints, and inconsistent supervision impede these leadership benefits. The review concludes that addressing these barriers through focused professional development, resource investment, and streamlined administrative demands is essential for sustained instructional improvement. These insights offer valuable guidance for Rwanda’s educational reforms aimed at empowering school leaders to enhance teaching quality in public primary schools.