Administrative Strategies for Implementing 100% Transition in Nyandarua County Secondary Schools, Kenya

Abstract

While progress has been made in achieving 100% transition across all levels of education in Kenya, schools have experienced an influx of students. Various challenges have been encountered, including infrastructure gaps, teachers shortage, and congestion. The purpose of the study was to assess the administrative strategies for implementing 100% transition in Nyandarua County secondary schools, Kenya.  The study's objectives were to examine the level of expansion space and determine administrative coping mechanisms for handling large enrollment. Open system theory was employed. A descriptive research design was used to guide this research. The target population was 150 principals and seven Curriculum Support Officers (CSOs). Simple random sampling using 30% of the target population was used to get a sample size of 45 principals. Seven CSOs were purposively sampled. A structured questionnaire and interview guide were collected data from principals and CSOs, respectively. Data was analysed using descriptive statistics and content analysis. Results revealed that 50.3% of respondents disagreed, 44.5% agreed, and 5.2% were unsure if they had adopted viable strategies. One notable tactic was that the majority of respondents, at 71% agreed that they had increased staff workload. The study concluded that coping mechanisms were temporary fixes meant to mitigate the effects of overcapacity, which could lower educational standards in crowded classrooms. The study recommended the use of lecture chairs that occupy less space and the adoption of collaborative leadership. Findings would be helpful to education stakeholders at present and in the future.