Team Building as a Lens for Instructional Leadership and Curriculum Supervision: Insights from Secondary Schools in Garissa Sub-County, Kenya

The role of instructional leadership in curriculum supervision is a topic of global significance, recognized for its impact on the quality of education. Accordingly, this study investigated the intricate relationship between principals' instructional leadership and curriculum supervision through team building in secondary schools within Garissa Sub-County, Kenya. The study adopted a survey research design, employing both quantitative and qualitative approaches to garner comprehension of the phenomenon. It targeted the 11 public secondary schools in Garissa Sub-County. The unit of observation was the 11 Secondary School Principals, 11 Secondary School Deputy Principals, 11 Curriculum Coordinators and 294 teachers, translating to 327 trainers. The study, using purposive sampling obtained a sample size of 121. The research collected data through administration of questionnaires and interviews. The questionnaire was tested for validity using expert opinion and reliability was evaluated based on Cronbach’s alpha coefficient at 0.7 threshold. Data was analysed to yield descriptive statistics inferential statistics were obtained from correlation analysis. This study adds to the scant empirical research on instructional leadership in disadvantaged areas, providing evidence that team building enhances curriculum supervision in secondary schools. The study found out that team building in instructional leadership has a significant effect on curriculum supervision (r= 0.625; p<0.01). The study recommends that principals need to improve team building through instructional leadership, encourage collaborative lesson planning sessions, and group projects that align directly with curriculum goals. Ultimately, this research will inform educational policy and practice, fostering improved instructional leadership strategies tailored to the unique context of Garissa Sub-County secondary schools. Practically; principals’ team-building efforts, through practices like peer mentoring, team teaching, and inclusive decision-making, significantly enhance curriculum supervision by promoting collaborative leadership, offering a practical framework for more effective and responsive school management. In terms of social implications, principals’ collaborative leadership and team-building improve curriculum supervision and teaching, leading to better education quality, stronger school communities, enhanced teacher satisfaction, and long-term societal benefits such as empowered learners and more harmonious, effective education systems.