INFLUENCE OF PRINCIPALS’ INSTRUCTIONAL LEADERSHIP ON STUDENTS ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS OF TONGAREN SUB-COUNTY, BUNGOMA COUNTY, KENYA

Sangura J. Perez, Dr. Kenneth Sabwami, (Ph.D)

Abstract


The purpose of this study is to determine the influence of principals’ instructional leadership on students’ academic performance in public secondary schools of Tongaren Sub-County, Kenya. The study sought to determine the influence of clearly defined shared expectations of principals’ instructional leadership on students’ academic performance and to investigate the influence of effective instructional leadership strategies by principals’ on students’ academic performance. The study was guided by two theories: Model for instructional leadership developed by Weber (1996) and Social Cognitive theory by Bandura. Descriptive survey research design was applied in the study. Target population comprised 446 participants from the public secondary schools in Tongaren Sub-County. The study adopted a stratified random sampling technique and sample size of 210 determined using Krejcie & Morgan table (1970). The study used structured questionnaires as the main tool of data collection. Data were descriptively analyzed using means and standard deviations, and inferentially by Pearson's correlation analysis to measure strength and direction. Results demonstrated that principals’ instructional leadership (clearly defined shared expectations and effective instructional leadership strategies) all yield statistically significant effect on students’ academic performance as indicated by enhanced communication and improved performance. The study recommends more pursuit of principals’ instructional leadership involvement into students’ perception, clearly defined shared expectations and effective instructional leadership strategies that would greatly benefit from this study as it provides viable insights that could guide decisions to serve their interests on the critical subject of enhanced students’ academic performance.

Keywords: Clearly Defined Shared Expectations, Effective Instructional Leadership Strategies, Academic Performance


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