Implementation Strategies and Their Effectiveness in Educational Policy: A Mixed-Methods Analysis of Kenya’s One Hundred Percent Transition Policy

This study evaluated implementation strategy effectiveness for Kenya’s one hundred percent transition policy in Western Region’s public day secondary schools. Using mixed-methods, data were collected from 228 principals, 277 teachers, 307 students, and 35 education officials across four counties. School-level strategies (M=3.74, SD=1.06) proved more effective than government strategies (M=3.15, SD=1.23). Creative facility use (M=4.25, SD=0.82) and schedule reorganization (M=4.17, SD=0.85) were most effective adaptations. Implementation timelines were inadequate (M=2.74, SD=1.23), averaging only 21.3 days’ notice. Teacher preparedness was insufficient, with only 41.2% receiving large-class training. While schools developed creative adaptations, these represent short-term solutions rather than sustainable strategies. Balanced implementation approaches with adequate preparation time and comprehensive teacher support are needed.