Thesis:

Influence of principals’ instructional supervision strategies on Students’ academic achievement in public secondary schools in Samburu north sub-county, Kenya.

This study investigated how principals’ instructional supervision strategies affect student academic performance in public secondary schools in Samburu North Sub-County, Kenya. It was guided by three specific objectives: (1) to assess the impact of principals’ clinical supervision strategies on students’ academic outcomes; (2) to examine the effect of principals’ classroom visitation practices; and (3) to identify strategies for enhancing instructional supervision and its influence on student achievement in the study area. Data were gathered via teacher and student questionnaires, as well as interviews with principals and the County Director of Education. A descriptive survey design was employed. The research was underpinned by Pantrurrot’s (2006) psychological theory of supervision. The intended population included 18 principals, 150 teachers, 900 students, and the County Director of Education, while the actual sample consisted of 15 principals, 100 teachers, 360 students, and one County Director. Participants were selected through probability sampling. Reliability for the instruments was confirmed using Cronbach’s Alpha. Questionnaires were distributed to teachers and students, and principals along with the County Education Officer were interviewed. Document analysis involved reviewing schemes of work, teachers’ records, lesson plans, and student progress reports to verify whether principals conducted supervisory reviews and signatures. Quantitative data were coded, tabulated, and analyzed using descriptive statistics— such as frequencies and percentages—via SPSS version 26. Findings revealed that many principals supported new teachers, reviewed schemes of work, conducted lesson observations linked with feedback, and monitored student progress to varying degrees, while others did not consistently perform these tasks. The study concluded that schools where principals actively carried out supervisory activities experienced higher student academic achievements compared to those led by less-engaged principals. It was recommended that the Ministry of Education strengthen oversight of principal practices, ensure teachers’ readiness before instruction, and foster strong relationships and communication skills to improve instructional supervision.