Comparison between the instructional leadership practices of principals in high and low performing schools

Instructional leadership practices refer to the activities that the principal engages in or delegates to others that promote growth in student learning. It is envisioned as the most ideal leadership model for principals in secondary schools and one that can lead to an improvement students’ academic achievement. The purpose of this study was to explore the differences between the instructional leadership practices by principals in high performing and low performing schools with a focus on Chemistry, Physics and Biology in Makueni County, Kenya. The target population was the principals in County secondary schools and the respondents were obtained through both stratified and simple random sampling. The study established that there are distinct differences between the instructional leadership practices by principals in the high performing and low performing schools.