Institutional Resources and Hundred Percent Transition in Junior Schools in Mumias East Sub County, Kenya

The ministry of education in Kenya developed hundred per cent transition policy to guide the transition of all pupils from primary schools to secondary schools. Despite the efforts of the government to implement hundred per cent transition policy, stakeholders in education have expressed concerns that the implementation of the policy may have an effect on the quality of education in junior schools. The purpose of this study therefore was to investigate the role of institutional resources on hundred percent transitioned students in junior schools in Mumias East Sub County. The objectives of the study were; to establish the influence of institutional infrastructure on hundred percent transition, to evaluate the influence of human resource on the hundred per cent transition, to determine the influence of teaching and learning materials on the hundred percent transition and to assess the influence of financial resource allocation on hundred percent transition in junior schools in Mumias East Sub County. The study on the role of institutional resources was based on Resource-Based Theory (RBT). The study utilized mixed method research design. The number of study participants were determined using the Yamane formula, with targeted population being headteachers, teachers and students. Headteachers were purposively selected while teachers and students were randomly sampled to participate in the study. This study targeted 95 head of institutions, 475 teachers and 14250 students.  The sample size was 683 which consisted of 77 Head Teacher, 217 teacher and 389 students. Questionnaires were used to collect data from both teachers and students. The collected data was analysed using SPSS (Statistical Package for Social Sciences). The findings revealed that infrastructure, human resources, teaching and learning resources as well as allocation of financial resources have significant impact on implementation and success of hundred percent transition, suggesting that investing on these areas can ensure smooth transition from primary school to junior secondary school, enhance the teaching and learning experience, and foster conducive learning environment. This is important for the long-term sustainability of the competence-based curriculum and ensure learners get the necessary skills and knowledge at this critical stage of their education journey. In conclusion the study found out that there was a high relationship between institutional resources and hundred percent transition in junior secondary schools in Mumias East Sub-County. In light of these findings, the researcher recommends investing in professional development to ensure teachers are equipped with necessary skills to effectively diverse needs of students as the focus of the curriculum are the competencies. Future researches can conduct longitudinal studies to examine the impacts of parental involvement and financial allocation on student transitions to junior schools.