Influence of School Leaders’ Instructional practices on Students’ Academic Achievement in Public Schools in Kenya.

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The purpose of this study was to determine the influence of school leaders’ instructional leadership practices on students’ academic achievement in public schools in Kenya. This study is based on a systematic literature review analysis approach focusing on the three variables for instructional practices: availability of teaching and learning resources; instructional supervision and parental empowerment and engagement. The study underscores enhancing school leaders’ instructional skills to improve teaching quality and student outcomes. The findings indicate that availability of teaching and learning resources, effective instructional supervision, and active parental involvement significantly enhance students’ academic achievement. Results demonstrated that school leaders' instructional practices with clearly defined shared expectations all yield a statistically significant effect on students’ academic performance. The study noted that allocation and use of teaching and learning resources significantly improve student learning outcomes by fostering engagement, motivation, and deeper understanding. Effective instructional supervision helps teachers refine their skills, implement effective strategies, and ultimately contribute to improved student performance.  School leaders can create partnerships with parents and the community to support student learning both inside and outside the classroom. By actively engaging parents, schools can foster a supportive ecosystem that improves attendance, promotes positive behavior, and enhances student learning. Instructional practices are powerful tools for school improvement. By actively engaging in the instructional process, school leaders can create a positive learning environment, enhance teaching quality, and ultimately improve student academic performance.