Thesis:

Influence of principals’ instructional leadership on Academic performance among public secondary schools in Athi river sub-county in Machakos county, Kenya

Improving and supervising academic success is essential for promoting leadership in education. Notwithstanding the introduction of numerous measures aimed at enhancing examination results, public secondary schools in Athi River Sub-County, Machakos County, continue to demonstrate inadequate performance in the Kenya Certificate of Secondary Education (KCSE). This study examines the influence of principals' instructional leadership on students' academic performance in these schools. The study sought to accomplish four objectives: (i) to evaluate the effect of improving teachers’ professional development on students’ academic performance, (ii) to examine the influence of promoting collaborative practices on students’ academic performance, (iii) to ascertain the impact of defining school goals on students’ academic performance, and (iv) to analyze the effect of teaching supervision on students’ academic performance. The study was founded on the Theory of Academic Performance and the Contingency Theory. A mixed-methods approach with a concurrent triangulation design was utilized. The study comprised a sample of 247 individuals, including 224 instructors and 23 school administrators. Utilizing fundamental random and stratified sampling techniques, 87 educators and 9 administrators were selected. Data were collected using standardized questionnaires, interview techniques, and document analysis. The instruments' validity and reliability were established through pilot testing and test-retest methodologies. Quantitative data were analyzed using descriptive statistics (means and percentages) and inferential statistics, specifically Pearson’s Product-Moment Correlation Coefficient, at a significance level of 0.05. The investigation employed SPSS Version 23, presenting results via bar graphs and frequency distribution tables. The study demonstrated that principals significantly influence students' academic performance through instructional leadership. The correlation coefficients for critical leadership activities were: support for teachers' professional development (r = .59), promotion of collaborative practices (r = .817), communication of school goals (r = .968), and supervision of teaching (r = .721). The findings indicate that most principals in public secondary schools in Athi River Sub-County actively support policies and initiatives aimed at enhancing professional development, fostering collaboration, and strengthening instructional leadership. The research recommends that principals continue to invest in professional development and instructional leadership initiatives to improve students' academic achievement. Improving these leadership practices is crucial for reversing the persistent decline in KCSE performance in Athi River Sub-County, Machakos County, Kenya.