Contribution of Principals’ Instructional Leadership on Learners’ Academic Achievement in Public Secondary Schools in Baringo County, Kenya

Peter Chebotibin Cherutoi – Kisii University
Asitiba Okutu – Kisii University
Sammy Chumba – Moi University
Email: petercherutoi@gmail.com

Abstract: The purpose of this study was to examine the contribution of principals’ instructional leadership practices in enhancing quality instructional activities in public schools in Baringo County, Kenya. The target population was 6901 Form Four students, 1266 teachers, and 140 principals, during the 2017-2020 school years, 6(six) Sub-County Quality Assurance and Standards Officers (SCQASOs) and 1(one) County Director of Education (CDE). The study adopted descriptive survey research design. Stratified random sampling technique was applied to sample 30% of each of the categories of the study populations. The sample consisted of 2,070 students, 380 teachers, 42 school principals, six SCQASOs and CDE. The research instruments were questionnaires and semi-structured interview guides. The quantitative statistics used included frequencies, means, percentages and standard deviations and the results presented using tables and charts. Qualitative data were thematically clustered in relation to the objectives of the study. The study found that principals were not up to date in their mandate since they gave less emphasis on some key issues such as: class-visits, inspection and approval of teachers’ lesson plans, inspection and approval of teachers’ lesson notes and inspection and approval of students’ lesson notes. The study recommended that principals should be thorough in their instructional leadership responsibility by ensuring that teachers are up to date in their preparation and delivery of content. The findings of this study are expected to contribute to the body of knowledge on how to improve instructional leadership in educational institutions.