Received September 23, 2018; Revised August 9, 2019; Accepted August 20, 2019

Abstract: Issues of HIV and AIDS which have been very vocal hitherto are gradually disappearing from media forums, yet prevalence rates are not reducing significantly particularly in Kenya. Since teachers are in this milieu of HIV and AIDS, this study was essential to act as surveillance for quality service delivery in the education sector. The research assessed the extent to which the Teachers Service Commission (TSC) HIV and AIDS sub–sector policy has been effective in providing support systems to teachers infected by HIV and AIDS in public secondary schools in Nairobi County, Kenya. Contextual interaction theory guided the study which adopted convergent parallel design. The target population were teachers and TSC officials. Both probability and non–probability sampling techniques were used to arrive at a sample of 233 participants. Data was analyzed using frequencies, categories and hypothesis tested by use of Pearson Product Moment. Findings indicated that TSC HIV and AIDS sub–sector policy implementation has been minimal, nevertheless, teachers’ care and support was dependent of whether the policy had been implemented in schools r=0.258, p < 0.01. HIV positive teachers are perceived to be quite productive by their colleagues although qualitative data showed that they were struggling to keep up. The TSC HIV and AIDS sub–sector policy is key in enhancing the productivity of infected teachers. TSC should therefore increase policy awareness campaigns, provide more funds and institutionalize HIV programs in schools.