Learner-Based Challenges Faced by Principals when Implementing the 100 Per Cent Transition Policy in Public Day Secondary Schools in Rangwe Sub-County, Kenya.

Abstract

This study investigated the learner-based challenges faced by principals in implementing the 100 per cent Transition Policy in Rangwe Sub-County, Kenya. Although the policy on Universal Access to Basic Education, adopted in 2018, aims to ensure that all learners enrol in primary school and complete secondary education, several challenges hinder its implementation. The study was guided by Systems Theory and employed a sequential explanatory mixed-method approach and a descriptive research design. The target population comprised 150 teachers and 28 principals from 28 public day secondary schools, totalling 178 participants. Census sampling was used to select teachers and principals. Data were collected using questionnaires and interview guides administered to the three longest-serving principals representing the three zones, Sub-County Directors of Education and Curriculum Support Officers. Quantitative data were analysed descriptively, while qualitative data were organised thematically. Instrument validity was established at a threshold of .82, while test-retest reliability coefficients of .78 and .80 were obtained for principals' and teachers' questionnaires, respectively. Ethical considerations, including anonymity, confidentiality and informed consent, were observed. Findings revealed that early pregnancy had a statistically significant association with 100 per cent. Transition Policy implementation (p < .001). However, negative attitude (p = .626), child labour (p = .667), chronic absenteeism (p = .227), drug and substance abuse (p = .615), and peer pressure (p = .881) had no statistically significant associations. The study concludes that early pregnancy is a significant learner-based challenge to policy implementation. It recommends that the Ministry of Education and school boards of management strengthen counselling services through confidential peer counselling and professional guidance systems to address early pregnancy.