The influence of head teachers’ instructional leadership on academic performance: a case of secondary schools in Gem Sub County of Siaya County, Kenya

Abstract

The study sought to investigate the influence of head teachers‟ instructional leadership on academic performance in secondary schools in Gem Sub County, Siaya County. Specific objectives of the study were to establish the influence of the head teachers‟ internal supervision of teachers and students on academic performance, determine how the level of the head teachers‟ motivation may influence academic performance, find out to what extent the provision of instructional resources may influence academic performance and to investigate the influence of the head teachers‟ managerial skills on the same. The conceptual framework for the study was based on the influence of the head teachers‟ instructional leadership on school academic performance. The study used descriptive survey design involving a population of 29 secondary school head teachers and 542 teachers serving in the 29 schools. All the secondary school head teachers took part in the study while simple random sampling procedure was used to select 30% of the teachers from each school. The study used two sets of questionnaires, an interview schedule and document analysis guide. The reliability of the study was established through a pilot study involving three secondary schools in the neighbouring Ugunja Sub County while validity was determined by my supervisors and lecturers from the school of Education, Moi University. Quantitative and qualitative methods were used to analyze the data. Quantitative analysis involved both descriptive and inferential analyses. Qualitative analysis involved grouping all the data that were similar in content in relation to research objectives. Data was presented using tables, graphs and charts. The results were presented using frequency and percentage tables. The findings of the study showed that the head teachers‟ regular internal supervision of teachers and students had a significant bearing on the latter‟s academic achievement. The study also found out that through motivation of teachers and students, head teachers enhanced academic performance in their schools. The study also revealed that the provision of instructional resources was instrumental in student academic achievement. Finally, the study established that the head teachers‟ management skills play a vital role in human resource management and in the realization of curriculum goals and objectives. Since the head teacher‟s instructional leadership is associated with high student academic achievement, the study recommends that head teachers should enhance internal supervision of teachers, the MOE should ensure adequate provision of instructional resources, head teachers should redouble and vary their motivational strategies and finally there is need for capacity building particularly for school principals and their deputies. The findings of the study may serve as a reference point for the Ministry of Education on appointment of teachers to positions of leadership. It may also provide valuable input with regard to salient training needs for school administrators.