Michael Mwangi Waraga2024-08-142024-08-142024-08-14https://repo.pacuniversity.ac.ke/handle/123456789/4484Instructional leadership is increasingly viewed as important for transforming schools into positive learning environments, enhancing the quality of instructional processes, and promoting a school culture where students can achieve their full potential. This study investigated the relationship between instructional leadership practices and student performance in public secondary schools in Kirinyaga and Nyeri Counties, Kenya. The specific objective of the study was to examine the effect of the school mission, curriculum management, and learning environment on student academic performance. Additionally, it examined how school organizational culture moderates the relationship between instructional leadership and students' academic performance. The pragmatic research philosophy guided the study. The target population for the study included principals, teachers, and students in forms three and four in public secondary schools in Kirinyaga and Nyeri Counties. A sample of 809 participants, comprising 37 principals, 374 teachers, and 398 students, was selected using a stratified random sampling procedure and Yamane's (1967) formula. The response rate for the study included 30 principals, 331 students, and 305 teachers. Qualitative data was obtained using interviews and analyzed through thematic analysis. Quantitative data was obtained using close-ended questionnaires and analyzed through descriptive and inferential statistics. The study found that the performance of public secondary schools in the selected counties was below average and was affected by the existing instructional practices. Study results indicate that instructional practices used by school heads had a significant influence on student academic performance. Each independent variable, including school mission, curriculum management, and learning environment, was found to significantly influence academic performance (p<0.05). The study also found that student academic performance could be improved by ensuring adherence to the school mission statement, effective implementation of the curriculum, and creating a positive learning environment. Also, the school's organizational culture was found to moderate the relationship between instructional practices and student academic performance. The impact of the moderating variable was found to be significant, with p<0.05. The findings imply that instructional practices adopted by school principals are likely to have a more significant influence on student academic performance in institutions with healthy and supportive organizational cultures. The study recommends that school principals adopt practices that would create a positive learning environment and result in an organizational culture supporting learning.enThesis