Knut has rejected TSC’s proposal to let junior school teachers occupy deputy positions, arguing that long-serving educators are being sidelined. The tension threatens to destabilize school leadership ahead of Grade 9 rollout.
A new confrontation is unfolding in Kenya’s education sector following the Teachers Service Commission’s (TSC) proposal to restructure administrative roles in comprehensive schools. The Kenya National Union of Teachers (Knut), backed by KEPSHA, has strongly condemned the plan, calling it an attempt to sideline experienced primary school administrators.
The dispute was triggered by TSC’s intention to appoint principals as overall heads of comprehensive schools, supported by two deputy heads—one overseeing primary and another in charge of junior school. The model aims to align institutions with the Competency-Based Curriculum (CBC) transition.
Knut Secretary-General Collins Oyuu rejected the idea, arguing that junior school teachers, most of whom joined the service recently, lack the experience needed to hold senior positions. According to Oyuu, promoting new graduates over veteran educators is both unfair and dangerous for school stability.
“No one can be promoted without considering their length of service. How long have they taught? In which job group?” Oyuu questioned. He emphasized that Kenyan schools have historically been led by principals who oversaw multiple levels, and leadership remained anchored in seniority.
KEPSHA national chairperson Fuad Ali echoed the sentiment, warning junior school teachers against “disrespecting” existing leadership structures. He suggested that teachers unwilling to work under primary school heads should transition to senior school instead.
The pushback highlights long-standing tensions between junior school and primary school staff, who have operated in an undefined leadership environment since junior school was placed under primary institutions. Disputes over authority, timetabling, infrastructure, and decision-making have repeatedly surfaced.
Responding to the criticism, TSC Acting CEO Evaleen Mitei urged administrators to adopt adaptive and collaborative leadership. She emphasized that successful school management today requires consultation, innovation, and teamwork, especially in institutions hosting intergenerational staff.
Mitei pointed out that leadership demands have increased under the merged school system, with head teachers facing long hours and complex stakeholder expectations. She encouraged administrators to embrace ICT, modern teaching strategies, and continuous professional development.
Despite these reassurances, Knut and KEPSHA continue to pressure TSC to prioritize experience and seniority in promotions. They argue that any structure failing to recognize long-serving teachers risks demoralizing staff and worsening existing friction.
As TSC finalizes the Presidential Working Party’s recommendations, the future of school leadership remains uncertain. With Grade 9 transitioning into senior school in January, resolving leadership disputes will be crucial to stabilizing Kenya’s CBC rollout.
