Thesis:

Principals’ instructional management practices and its influence on students’ academic performance in public secondary schools in Chesumei sub county, Kenya

The main purpose of this study was to determine the principals’ instructional management practices on students’ academic performance in public high schools in Chesumei Sub County, Nandi County, Kenya. The study was guided by the following research objectives; to establish the extent to which principals' coordination of teaching and learning influence students’ academic performance in public secondary schools in Chesumei Sub County, to find out how principals' evaluation of teaching and learning influence students’ academic performance in public secondary schools in Chesumei Sub County, to determine the influence of principals' provision of orderly and supportive teaching and learning environment on students’ academic performance in public secondary schools in Chesumei Sub County and to establish the extent to which principals' establishing of goals and expectations influence students’ academic performance in public secondary schools in Chesumei Sub County. The study was anchored on instructional management practices model. The study adopted a mixed methods approach and used survey research design. The study focused on Chesumei Sub County. From a target population of 73 Principals and 119 form four classroom teachers, a sample of 22 principals and 36 form four class teachers were selected using simple random sampling method. Questionnaires were used to collect quantitative data from the form four class teachers while Interview schedules were used in collecting qualitative data from school principals. The instruments were appropriately validated and a reliable reliability index of 0.79 obtained from pilot data. The quantitative data was analyzed by use of descriptive statistical analysis that involved percentages, frequencies and presented on frequency table, graphs and percentages to make meaningful conclusion. The qualitative data from the interviews were analyzed thematically alongside the quantitative data. The study revealed a strong correlation between effective principal instructional management practices and improved student academic performance in public secondary schools in Chesumei Sub-County, Kenya. Principals who actively coordinated teaching and learning, evaluated instruction, created supportive learning environments, and set clear goals demonstrated a positive impact on student outcomes in their schools. Participants concurred that these practices were instrumental in enhancing students' academic achievement. The findings suggest that principals play a pivotal role in shaping the academic trajectory of students. Effective leadership, characterized by strong coordination, evaluation, and support, is essential for creating a conducive learning environment. While the study couldn't directly quantify the impact of these practices on student performance, the evidence strongly indicates a positive association. To enhance the impact of principal leadership on student achievement, it is recommended that: Principals undergo targeted professional development to strengthen their instructional leadership skills. Schools foster a collaborative environment that supports teacher growth and development. Future studies should employ quantitative methods to establish causal relationships between specific principal practices and student outcomes.