Thesis:

Influence of instructional leadership on effective teaching and learning in public secondary schools in Malindi sub County, Kilifi county, Kenya.

One important aspect of effective teaching and learning is instructional leadership. Quality education can only be attained through mutual efforts of many investors. This study's primary objective was to examine the influence of instructional leadership on effective teaching and learning in public secondary schools in Malindi Sub-County of Kilifi County. The purpose of this study was to ascertain the following objectives; to establish the influence of instructional supervision on effective teaching and learning in public secondary schools in Malindi Sub County, Kilifi County, Kenya, to examine the influence of teacher motivation on effective teaching and learning in public secondary schools in Malindi Sub-County, Kilifi County, Kenya, to investigate the influence of teaching resources on effective teaching and learning in public secondary schools in Malindi Sub-County, Kilifi County, Kenya and to determine the influence of proper guidance to students on effective teaching and learning in public secondary schools in Malindi Sub-County, Kilifi County, Kenya. The study's dependent variable, which related to effective teaching and learning, was supported by the system theory, while study's independent variables, which focused on instructional leadership, was based on contingency theory. The researcher expertly unified the advantages of both quantitative and qualitative methodologies. According to this methodology, the study first utilized quantitative research, evaluate the findings, and then used qualitative research to provide a more thorough explanation and clarify the findings. To explore and understand the causes of poor instructional leadership in public secondary schools in Kilifi County's Malindi Sub-County, this study used a mixed methods methodology. The survey therefore focused on all 15 schools, 15 principals, 216 teachers, and 92 class representatives in the sub-county, for a total of 323 respondents. Since they are familiar with instructional leadership plans and possess the ability to supervise their implementation, monitoring, and assessment, principals responded. Teachers were also selected to participate in this study as respondents because they were the ones who employed instructional leadership principles. Yamane's formula, which yielded 323 responses, was used to determine the sample size. Three sets of questionnaires for teachers, principals and students were used to gather quantitative data for the study. Teachers, students and principals were surveyed in order to collect data. The Statistical Packages for Social Science (SPSS version 25) was used to examine quantitative data for both descriptive and inferential purposes. The researcher employed percentages, frequency, mean, and standard deviation. To determine the correlations between the independent and dependent variables, the study utilized linear regression. The findings indicate that instructional leadership in Malindi public secondary schools is generally active, especially in areas like instructional supervision (mean of 4.82) and proper guidance to students (mean of 4.10). However, teacher motivation (mean of 3.80) and resource availability (mean of 3.90) were perceived less positively, suggesting that while efforts are being made, there is still room for improvement in these areas. Despite these positive leadership practices, the effectiveness of teaching and learning (mean of 3.16) scored the lowest, highlighting that there are challenges in translating leadership involvement into improved academic outcomes.