Influence of Head Teachers’ Instructional Leadership Practices on Teachers’ Work Performance in Public Primary Schools in Kenya

Abstract

Teachers worldwide face performance challenges due to inadequate resources and diminishing professional respect. In Kenya, despite efforts to prioritize instructional leadership, persistent issues hinder effective practices and teacher performance in primary schools. Understanding how specific instructional leadership impacts teacher performance is crucial for improving education quality. The study was guided by the following objectives: to evaluate the influence of head teachers’ instructional leadership on teachers’ lesson preparation, instructional effectiveness, classroom management, curriculum implementation, motivation, and resource provision in public primary schools in Webuye East Sub-County. Supported by transformational and transactional leadership theories, the study targeted curriculum support officers, head teachers, and teachers. Data was collected through structured questionnaires and semi-structured interviews, with quantitative data analyzed using SPSS and qualitative data analyzed thematically. Findings revealed that 73% of teachers reported effective head teacher practices in classroom observation, feedback, lesson planning support, and promoting innovative teaching. Additionally, 75.9% confirmed head teachers facilitate professional development through mentorship and collaboration. While many leadership practices are effectively implemented, areas needing improvement include consistent feedback and formal teacher recognition. The study concluded that effective instructional leadership is central to enhancing teacher performance and overall educational outcomes. It recommended the development of standardized leadership frameworks, expansion of professional development opportunities, establishment of reward systems, timely feedback mechanisms, stronger teacher collaboration, and clarification of performance expectations. The study therefore recommends further research on context-specific instructional leadership models that can be adapted to different school environments to enhance teacher performance in Kenya and beyond.