SHIRSHA NENGE VITALIS2026-04-012026-04-012024-09https://repository.tangaza.ac.ke/handle/123456789/1584The role of principals as instructional leaders greatly impacts educational quality, highlighting the importance of examining their monitoring practices and how these practices affect student learning outcomes. The study objectives were; to investigate the principals’ involvement in monitoring teachers’ preparation of instructional practices, to examine the principals’ monitoring of teachers’ instructional methodologies, to analyze principals’ monitoring of instructional assessments, and to evaluate principals’ utilization of monitoring feedback on learning outcomes in public secondary schools in Marsabit Town, Marsabit County, Kenya. The study was guided by instructional leadership theory. The study used a convergent parallel mixed methods design. The target population was 8 principals, 3,756 students, and 143 teachers across ten public secondary schools in Marsabit Town. Purposive sampling was adopted to select 4 principals out of 8 principals. Simple random sampling was applied to collect data from 240 out of 3756 students, and simple random sampling also to select 40 out of 143 teachers. The study used questionnaires to collect data from teachers and students, and an interview guide for principals. Reliability was tested using the Cronbach alpha coefficient, with scores of 0.8. Quantitative data was analyzed using descriptive statistics in SPSS version 26, presented in tables, graphs, and charts. The qualitative data was analyzed thematically and reported through narratives and direct quotations. Findings revealed that principals’ monitoring of instructional preparation, teaching methodologies, assessments, and feedback had a moderately significant influence on learning outcomes in Marsabit Town's public secondary schools. The study concluded that principals’ monitoring practices need improvement to enhance learning outcomes. It recommends that the government should establish implementation mandating principals to consistently monitor instructional preparations and methodologies. Additionally, the Teachers Service Commission (TSC) should organize regular workshops and training sessions for teachers and principals to enhance instructional practices, assessments, and feedback, contributing to higher learning outcomes.enThesis