A COMPARATIVE STUDY OF THE IMPLEMENTATION OF TSC POLICY OF THE RESTRUCTURING OF TEACHER PLACEMENT AND ITS EFFECTS IN NAKURU COUNTY, KENYA

Abstract

This study sought to find out if there was a significant difference in implementation of TSC policy of the re

structuring of teacher placement and its effects on teacher distribution and gender distribution in public sec

ondary schools grouped according to: (a) Student composition (Girls’, Boys’, and Mixed) and (b) Category of

schools (National, Extra-County, and District) in Nakuru county, Kenya. This study was informed and guided

by the Theory of Change and the Discrepancy Evaluation Model. The study used concurrent mixed methods

research design. The study employed a combination of Inclusive Criterion, purposive, and simple random

sampling techniques to select seven districts and thirty seven schools under study. The findings showed that

there was no significant difference in implementation of the TSC policy and its effects on teacher distribution

and gender distribution in public secondary schools grouped according to student composition and category of

schools. The study concluded that there is efficiency in service delivery because the TSC policy has been fully

implemented; there is equity in teacher distribution and there is gender disparity. The study recommended that

TSC should conduct thorough audit of all Secondary Schools Data Returns Forms so as to provide teachers to

all needy schools regularly. The study was conducted between October 2014 and April 2015.