HEAD TEACHERS' INSTRUCTIONAL LEADERSHIP ROLE AND ITS IMPLICATIONS ON ACADEMIC ACHIEVEMENTS IN THE KENYA CERTIFICATE OF PRIMARY EDUCATION IN MURANG'A COUNTY, KENYA

Abstract

Murang’a County of Kenya has been performing poorly in national examinations for four years running as indicated in the background of the study. The researcher, therefore, sought to undertake a study to establish whether head teachers instructional leadership role has any implications on academic achievement. The study was guided by the following specific objective: To establish how head teachers’ instructional leadership role of setting a clear vision and goals influence academic achievement in Murang’a County. The study adopted survey design. Data was collected using questionnaires, document analysis and interview schedule. The public primary schools were selected for the study using stratified random sampling technique. A sample of 152 head teachers and 1,774 teachers and nine Curriculum Support Officers participated in the study. Validity was ascertained with the help of experts. Reliability was ascertained using test-retest method and it was found to be 0.75. Quantitative data was analyzed using Pearson’s Correlation Coefficient, while qualitative data from interviews were transcribed and grouped into themes and sub-themes. The most significant finding was that, the school vision and motto does not guide teaching and learning in Murang’a County. These finding can be a reference point for head teachers of schools in Murang’a County on their instructional roles that would lead to improved students’ academic achievement.