Blended Professional Development Impact in Junior School Instructional Leadership and Teacher Efficacy

Abstract

Effective instructional leadership is critical for the successful implementation of the Competency Based Education (CBE) in Kenya’s junior schools. However, many school leaders lack targeted professional development (PD) to effectively guide instructional change, limiting, teachers’ confidence and capacity to implement learner-centred pedagogies. The Implementing National Curriculum REforms through App-Based Learning for School Leaders in Secondary Education (INCREASE) programme addresses this challenge through blended professional development that combines online and face-to-face learning experiences to strengthen instructional leadership practices. This study examined how the programme's blended PD contributed to instructional leadership development and enhanced teacher efficacy in the implementation of CBE in Kenyan junior schools, while exploring its potential for generating meaningful and scalable change. The study employed a qualitative design using a process tracing approach, complemented by Most Significant Change (MSC) stories. Data were collected through reflective narratives, in-depth interviews with school leaders and teachers, and key informant interviews with education stakeholders across multiple counties. Analysis focused on identifying causal pathways linking leadership development to changes in teacher efficacy and examining the sustainability, spread, depth, and ownership of observed outcomes. Findings indicate that blended PD strengthened school leaders' knowledge, confidence, and leadership practices, enabling more effective planning, resource mobilisation, instructional support, and management of change. These improvements fostered stronger collaborative school cultures, increased access to instructional resources, and expanded school-based professional learning through mentoring, coaching, and peer collaboration. Evidence of sustained practice uptake and shifts in leadership norms suggests the growing institutionalisation of effective instructional leadership practices. The study demonstrates that blended PD for school leaders can strengthen teacher efficacy and support sustainable, system-level improvements in teaching and learning within the context of CBE reform.