Overview
School leadership has long been recognised internationally as a critical lever for improving learning outcomes, yet evidence specific to Kenya's primary education context has been limited. This study addresses that gap directly — tracking instructional leadership practices and KCPE performance trends across 120 primary schools over three academic years, from 2023 through 2026.
Our central question was straightforward: do specific instructional leadership behaviours — structured lesson observation, data-driven decision making, and targeted teacher coaching — produce measurable improvements in school-level academic performance? The answer, based on this study's findings, is a qualified yes, with important nuances about which practices matter most and under what conditions.
Methodology
This study employed a mixed-methods longitudinal design, combining quantitative performance data with qualitative interviews and structured classroom observation data collected by KEMI's research team across three academic years.
- 120 primary schools selected through stratified random sampling across 8 counties, representing urban, peri-urban, and rural contexts
- Three years of KCPE performance data (2024, 2025, 2026 cohorts) linked to school-level leadership practice data
- Structured principal interviews conducted annually with all 120 participating school leaders
- Classroom observation data collected from a sub-sample of 40 schools to validate self-reported leadership practices
Leadership practices were measured using a structured instrument developed by KEMI's research team, capturing frequency and quality of lesson observation, use of performance data in decision-making, teacher coaching practices, and resource allocation patterns. KCPE performance was measured using mean score trends, adjusted for baseline school characteristics including enrolment size and prior performance.
Key Findings
The study identified three instructional leadership practices most strongly associated with improved KCPE performance over the study period.
Schools where principals conducted structured lesson observations — defined as observations using a consistent rubric, followed by documented feedback — at least twice per term showed KCPE mean score improvements nearly double those of schools with infrequent or unstructured observation practices.
Data use emerged as a second significant factor. Schools where leadership teams reviewed assessment data in structured weekly or biweekly meetings showed stronger and more consistent performance trends than schools using data only at the end of term or year. The consistency of data review appeared to matter more than its sophistication — simple, regular review processes outperformed infrequent, complex analysis.
Teacher coaching — defined as structured, ongoing support distinct from one-off observation feedback — was the third practice strongly correlated with performance gains, particularly in schools with higher proportions of early-career teachers.
| Leadership Practice | Schools Adopting (%) | Avg. KCPE Mean Score Change |
|---|---|---|
| Structured lesson observation (2+/term) | 34% | +3.1 points |
| Regular data review meetings | 41% | +2.6 points |
| Ongoing teacher coaching | 28% | +2.3 points |
| No structured leadership practice | 22% | +0.4 points |
Implications
These findings have direct implications for how KEMI and the broader education sector approach school leadership development. The data suggests that consistency and structure matter more than sophistication or intensity — a principal who observes lessons twice per term using a simple, consistent rubric appears to drive greater improvement than one who conducts occasional, unstructured walkthroughs.
This has resource implications for under-resourced schools. The practices most strongly associated with improvement do not require significant financial investment — they require structured time, consistent routines, and leadership skill, all of which are addressable through targeted professional development.
Recommendations
- Embed structured lesson observation rubrics into standard school leadership practice, with a minimum frequency of twice per term recommended as a baseline expectation.
- Prioritise consistency over sophistication in school-level data review — simple, regular review processes should be promoted over infrequent, complex analysis.
- Strengthen teacher coaching capability within school leadership training, particularly for schools serving early-career teaching staff.
- Incorporate these evidence-based practices into KEMI's Diploma in Education Leadership and Management curriculum and short course offerings.
Conclusion
This study provides Kenya's most comprehensive evidence base to date on the relationship between instructional leadership practices and primary school performance. The findings reinforce a consistent message from the international literature — that leadership matters, and specific, structured leadership behaviours produce measurable results — while grounding that evidence firmly within the Kenyan context.
KEMI's research team will continue tracking this cohort of schools through 2027, with a planned follow-up report examining whether these performance gains are sustained as the practices become more deeply embedded in school culture.