Influence of One Hundred Percent Transition Policy on Classroom Instructional Practices in Public Day Secondary Schools in Western Region, Kenya

The Government of Kenya’s one hundred percent transition policy, implemented in 2018, significantly increased secondary school enrollment but raised concerns about instructional quality in resource-constrained environments. This study investigated the influence of this policy on classroom instructional practices in public day secondary schools in Western Region, Kenya, specifically examining Kakamega, Bungoma, Busia, and Vihiga counties. The research was guided by four objectives: to examine the influence of policy objectives on classroom instructional practices; to evaluate the effectiveness of coping strategies (adaptive measures implemented by schools and teachers); to investigate how resource allocation and utilization influence classroom instructional practices; and to examine stakeholder engagement levels and their influence on instructional practices. The study employed a descriptive survey design using mixed methods to document current classroom practices. Data was collected from 228 principals, 277 teachers, 307 Form Two students, and 35 education officials (3 County Directors of Education, 3 County Quality Assurance and Standards Officers, and 29 Sub-County Directors of Education), achieving a 75.8% response rate. Data collection instruments included structured questionnaires, semi-structured interviews, classroom observation checklists, and document analysis guides. Quantitative data was analyzed using descriptive statistics (frequencies, percentages, means, standard deviations), while qualitative data underwent thematic analysis. The Production Function Model provided the theoretical framework, positing that educational outputs are determined by the quality and quantity of inputs. Key findings revealed that 78.7% of teachers reported shifts toward teacher-centered approaches, with teacher talk consuming 67.3% of class time. Physical infrastructure constraints resulted in classroom density 54.2% above Ministry standards. Teaching materials were severely inadequate, with textbook-to-student ratios averaging 1:4.6 against the recommended 1:2. Classroom management challenges increased, reported by 85.5% of principals and 87.7% of teachers. Differentiated instruction remained limited, observed in only 32.7% of lessons. Regional variations were significant, with Kakamega County demonstrating more effective adaptation strategies than Busia County, particularly in teacher professional development (52.5% vs. 34.8% of teachers trained). Resource adequacy, teacher professional development, and stakeholder engagement emerged as key factors associated with implementation effectiveness variations across counties. The study concluded that while the policy succeeded in increasing access to secondary education, it created substantial challenges for teaching quality. School-level coping strategies proved more effective than government approaches, though sustainability concerns remained. Resource constraints directly shaped pedagogical possibilities, forcing 92.3% of teachers to modify preferred approaches. The study recommended comprehensive policy refinements including increased per-student capitation, targeted teacher recruitment, structured professional development programs for large class management, accelerated infrastructure development, and more inclusive stakeholder engagement mechanisms. These findings contribute to educational policy theory by demonstrating how resource thresholds influence instructional approaches and highlighting the importance of balanced implementation strategies addressing both access and quality dimensions.