Abstract
The study examined the relationship between school instructional leadership and students’ academic achievement in selected primary schools of Sokoto state. The study was guided by three research questions and objectives. Descriptive survey design was used. The Instructional Leadership Questionnaire versions for head teachers, teachers and school prefects were used in collecting responses from the 248 samples comprising head teachers, teachers and school prefects from the selected primary schools in Sokoto state. Data was analyzed using descriptive and inferential statistics specifically involving mean, standard deviation, and Pearson Product Moment Correlation Coefficient. The findings of the study established relationships between school instructional leadership and students’ academic achievement with head teachers’ instructional leadership; revealed a weak and positive relationship (r=.323) (sig.=.000<.05), teachers’ instructional leadership; revealed a moderate and positive relationship (r=.532) (sig.=.000<.05) and school prefects’ instructional leadership; revealed a weak and positive relationship (r=.311) (sig.=.031<.05). This implies that school instructional leadership i.e head teachers’ instructional leadership, teachers’ instructional leadership and school prefects’ instructional leadership has significant relationship on students’ academic achievement. The study recommended that, head teachers should thoroughly supervise teachers’ performance by checking the students’ lesson notes to confirm if the teachers are actually doing their job. Teachers on the other hand should utilize teaching strategies that call for hands-on experience, collaboration and problem solving, finally, Schools prefects should be involve in instructional leadership of the school. This can be done by giving them active roles to play, such as monitoring students’ behaviour, monitoring teachers who do not often come to class and also their method of teaching.