Abstract
The pursuit of quality education, as highlighted in Sustainable Development Goal 4, underscores the importance of instructional leadership in enhancing teacher performance in primary schools. Despite the literature's affirmation of its significance, context-specific practices in socioeconomically diverse settings have received limited attention. This research explores how instructional leadership influences teacher effectiveness and student outcomes in primary education. A quantitative approach was adopted, using secondary data from peer-reviewed journals, government reports, and educational databases. Correlational analysis supported by descriptive statistics revealed that key practices—vision setting, instructional support, professional development, collaborative culture, data-driven decision-making, and fostering a positive school climate—significantly improve teacher performance. These practices enhance classroom management, teaching methodologies, and student achievement. Findings suggest that instructional leadership tailored to local contexts is essential for teacher growth and equitable learning outcomes. By identifying actionable strategies and aligning them with measurable performance indicators, the research contributes to a deeper appreciation for leadership in resource-constrained environments. The research offers insights for policymakers, school leaders, and practitioners seeking evidence-based approaches to strengthen teacher effectiveness and promote excellence in primary education.