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

@article{1709301,
      author = {Machiva Yusuf Wafula, Dr. Edwin Masibo, Dr. Rose Mutende},
      title = {Implementation Strategies and Their Effectiveness in Educational Policy: A Mixed-Methods Analysis of Kenya's One Hundred Percent Transition Policy},
      journal = {Iconic Research And Engineering Journals},
      year = {2025},
      volume = {8},
      number = {12},
      pages = {1114-1119},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1709301.pdf},
      abstract = {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.},
      keywords = {Implementation Strategies, Educational Policy, Transition Policy, Teacher Preparedness, Curriculum Adaptation, Kenya},
      month = {June},
  }