The purpose of the study was to investigate influence of decentralization of Teachers Service Commission functions on service delivery among public secondary school teachers in Tigania West Sub-County, Kenya. The study sought to establish the influence of decentralization of teachers’ recruitment; the influence of decentralization of promotion of teachers; the influence of decentralization on maintenance of teachers’ standards; and assessment of the influence of decentralization of discipline of teachers on service delivery in public secondary schools in Tigania West Sub County, Kenya. Data was collected using questionnaires and interview guide and analysed using descriptive statistics, particularly frequencies and percentages. The sample consisted of 12 principals from the anticipated 12; 44 teachers from the anticipated 48; one TSC sub county director; four Curriculum Support Officers from the anticipated four; and ten Board of Management members from the anticipated twelve participated in the study. This represented 100%, 91.7%, 100% 100% and 83.3% return rate respectively. From the findings of the study, several conclusions were arrived at: the study established that empowerment of school management on teachers’ recruitment and teachers’ service delivery had led to recruitment of teachers based on year of graduation and age rather than on competence which at times was a disservice to the applicants; it had increased transparency in the recruitment exercise which created a dissonance between the views of principals and CSOs with the teachers a sign that the school management was not very transparent in the recruitment process; schools were able to get the right teachers according to their needs; empowering BOM in the recruitment had helped improve the link between the community, the school and the teachers; and it had helped in the recruitment of teachers within the community. The study established that teachers viewed decentralization of TSC services as a positive move towards improvement of service delivery. The effectiveness of this strategy was being hampered by a number of challenges that affected the transparency of the entire process. There were many challenges experienced during the recruitment of teachers and corruption among the TSC County office was a key challenge. On the influence of decentralization of teachers’ promotion on service delivery in public secondary schools the study established that the promotion of teachers had improved teachers delivery of service, promotion of teachers had motivated teachers to be readily available to assist students and approachable when necessary and promotion of teachers had motivated teachers to be available during the working hours. Teachers viewed promotion as key incentive towards service delivery in schools. Decentralization of teachers’ promotion on service delivery and performance of their work had many benefits to teachers, learners and education in general though it was experiencing a myriad of challenges. On the influence of decentralization on maintenance of teachers’ standards on service delivery in public secondary schools the study established there was both internal and external monitoring of teachers work in ensuring that the standards set were being adhered to. On the influence of decentralization of teachers’ discipline on service delivery in public secondary schools the study established that TSC Sub county office had sensitized and advised teachers on the essence of professionalism and how to maintain teachers’ code of conduct and teachers with disciplinary cases were being expedited and given a chance for their cases to be heard. Challenges encountered when the school handles disciplinary cases included: investigation of disciplinary cases was tedious and time consuming; learners lost contact hours with teachers when cases were not expedited; witch hunting from seniors increased; there was lack of fairness in the adjudication of cases; there were no proper investigations that were being carried out to arrive at proper verdicts; at times the teacher might not be given a fair hearing; there is lack of follow up of students' cases by their parents; teachers were not well acquainted with the code of conduct and the public officer ethics act; and family quarrels ended up in school. The recommendations of the study were in double folds: at government level through the Ministry of national treasury and planning, Information and Communication Technology (ICT) and Ministry of Education and at school level.

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