Recent reports on education in Kenya underscore the importance of head teachers adopting effective instructional leadership practices and teachers enhancing their pedagogical knowledge and skills in order to guarantee high-quality education and academic achievement within the countrys school systems. Giving teachers incentives is one of the instructional leadership strategies that headteachers can use. This studys goal was to ascertain how the head teachers incentives affected teachers work performance in Kenyas Nakuru County public elementary schools. The study was informed by the Hallinger and Murphy (1985) Model of Instructional Leadership and the Campbell et al. (1993) Theory of Job Performance. The study employed a convergent parallel design and a mixed methods research methodology. In order to gather and analyze data from a target population of 57,800 students, 7,741 teachers, 680 head teachers from 680 schools, and 11 Quality Assurance and Standards Officers (QASOs), the study simultaneously used quantitative and qualitative research methodologies. Cluster sampling was used to choose a sample of 68 elementary schools for the investigation. Through simple random sampling, 60 students and 329 teachers were chosen from these sampled schools. Additionally, 68 head teachers and 9 QASOs were chosen through the use of a purposeful sample. A focus group discussion guide, questionnaire, interview schedule, and document analysis checklist were the research tools employed. A pilot research with a sample size of 35 teachers was carried out in 7 public elementary schools in Baringo County. The quantitative data were analyzed using descriptive and inferential statistics, notably frequency counts, percentages, Spearman rank correlation, and regression analysis. The Statistical Package for Social Sciences (SPSS) version 25 was used to test the hypothesis at a significance level of 0.05. Tables were used to depict the results as frequencies and percentages. Thematic analysis and story presentations were used to display qualitative data. According to the study, head teachers incentives had a statistically significant positive effect on teachers job performance in Nakuru Countys public elementary schools. The study emphasizes the value of teachers work performance for overall school outcomes, giving head teachers and other education stakeholders important information to consider while focusing on efforts for providing incentives for teachers and legislation that support such programs. This would foster an environment where teachers may work as efficiently and effectively as possible, enhancing student achievement in KCPE examinations in public primary schools.