iarjelIARJELIARJEL2708-5120https://doi.org/10.47310/iajel.2021.v02i02.026Contribution of Secondary School Administrators to Instructional Supervision of Students’ Progress Records in Enhancement of Academic Performance in Emuhaya and Vihiga Sub Counties, KenyaElizabethGloria AnindoWanyamaIbubi Girls’ High School, Luanda Sub- County, Vihiga County, KenyaStudies worldwide have revealed that school administrators are key contributors to students’ academic performance by enhancing instructional supervision within schools. Notwithstanding this assertion in some countries academic performances have been found to be low despite this administrators’ contribution. For instance, in Kenya the average performance for the years 2010 to 2014, only 29% candidates scored above a mean score of 6.00 points. In Emuhaya and Vihiga Sub Counties 3535 (26%) and 2104 (15%) candidates respectively scored 6.00 and above points compared to Hamisi and Sabatia Sub-Counties’ with 3913 (28%) and 4275 (31%) candidates respectively between years 2009 and 2013. The objective of the study was to establish the contribution of school administrators to instructional supervision with focus on checking students’ progress records in the enhancement of academic performance. The study was guided by a conceptual framework in which the independent variable was the administrators’ contribution in form of checking students’ progress records and the dependent: variable students’ academic performance. The study established that administrators’ contribution to instructional supervision was low (Adjusted R2 = 0.011). The study concluded that administrators’ contribution to instructional supervision was not significant and therefore, did not enhance students’ academic performance. The study recommended that administrators should increase their contribution to instructional supervision in order to enhance students’ academic performance. The study findings are of significance to school administrators, policy makers and other stakeholders with regard to enhancement of students’ academic performance by increasing instructional supervision.