Influence of non-teaching staff’s idea Sustainability on service delivery in Secondary schools: a study of Embu County, Kenya

Abstract

Purpose: The study sought to examine the influence of idea sustainability by non-teaching staff on service delivery in secondary schools in Embu County, Kenya. The investigation was guided by the Modified Quantitative Service Delivery Theory and addressed the persistent challenges of poor service delivery despite the critical role of non-teaching staff in school operations. Methodology: The study used a mixed-methods cross-sectional survey targeting 2,219 participants, with 337 sampled through stratified and systematic sampling. Data were collected via questionnaires, interviews, and focus group discussions, with validity confirmed and reliability at α = 0.895. Quantitative data were analyzed descriptively and through Pearson correlation, while qualitative data underwent thematic analysis. Results: The findings revealed a statistically significant and moderate positive relationship between idea sustainability and service delivery (r = .527, p < 0.01). However, overall levels of idea sustainability were low, hindered by lack of managerial support, inadequate recognition, resource constraints, poor communication, and insufficient capacity building. Schools with higher levels of idea sustainability recorded better service delivery outcomes, including responsiveness to complaints, reduced sluggishness, and improved stakeholder satisfaction. Conclusion: Sustaining viable ideas from non-teaching staff significantly improves service delivery in secondary schools but remains low due to leadership, resource, and motivation gaps. Recommendations: Secondary schools should institutionalize inclusive leadership, establish innovation oversight structures, enhance capacity building, introduce robust recognition systems, allocate sufficient resources, and promote a culture that tolerates experimentation.