Instructional Leadership Practices of Principals in Managing Change in Kakamega County Secondary Schools.

Abstract

This proposed study aimed to investigate the instructional leadership practices of secondary school principals in Kakamega County, Kenya, as they manage the transition to the Competency-Based Curriculum (CBC). The CBC has introduced numerous challenges, including limited resources, resistance from teachers, and administrative burdens. The research sought to explore how principals employed instructional leadership strategies to address these issues, improve school performance, and ensure the sustainability of educational reforms. The study was guided by the Transformational Leadership Theory, the Instructional Leadership Model, and Lewin’s Change Management Model. These frameworks provided a lens to examine visionary leadership, curriculum oversight, and structured processes for implementing and institutionalizing reforms. The following objectives guided the research: to compare instructional leadership strategies used by principals, to identify anticipated barriers to effective change management, and to evaluate the potential impact of instructional leadership on school outcomes and reform success. A mixed-method case study design was adopted, involving a stratified random sample of 10 principals and 40 teachers from rural and urban secondary schools. Data collection instruments included semi-structured interview guides, structured observation checklists, and relevant document analyses. Triangulation and member checks were utilized to enhance validity and reliability. Ethical considerations, including informed consent, confidentiality, and secure data handling, were strictly adhered to throughout the research process. The findings revealed that proactive instructional leadership is essential in aligning teachers’ practices with CBC objectives, overcoming resistance, managing scarce resources, and improving reform implementation. The results provide valuable insights for policymakers and stakeholders, leading to the development of targeted leadership training programs. These programs will equip principals with context-specific strategies and help teachers adapt to curricular changes, ultimately contributing to improved educational reform outcomes in resource-constrained settings