KEPSHA has rejected TSC’s proposed administrative structure that places junior school teachers at supervisory levels over seasoned primary school heads. The association insists leadership must follow experience, not recent qualifications.
A major dispute has erupted between the Kenya Primary Schools Heads Association (KEPSHA) and the Teachers Service Commission (TSC) over new administrative reforms proposed for comprehensive schools. The reforms, which introduce a three-tier leadership structure—principal, deputy in charge of primary, and deputy in charge of junior school—have sparked concerns that long-serving primary school heads may be placed under junior school teachers who joined the profession only recently.
According to TSC’s staffing director, Antonina Lentoijoni, the commission is restructuring school leadership to align with the Presidential Working Party on Education Reforms. The move is aimed at clarifying roles within comprehensive schools and addressing the persistent clashes between junior school and primary teachers.
But KEPSHA national chairperson Fuad Ali has rejected the idea, saying junior school teachers cannot assume supervisory roles over primary school heads. Ali argues that these new graduates lack the professional and administrative experience required to manage entire school sections or oversee veteran educators with decades of service.
“We cannot introduce politics into school leadership. If junior school teachers feel they cannot respect the leadership in place, they should transfer to senior school,” Ali said.
The conflict traces back to the introduction of junior school under primary institutions in 2023. Tensions quickly emerged over responsibilities, classroom control, lesson allocation, and authority. For three years now, primary heads have found themselves managing a new level without a legally defined structure — leading to repeated disputes.
Lentoijoni acknowledged the confusion but defended the proposal as a necessary step toward formalizing roles. She noted that until the structure is legally anchored, head teachers continue to support junior school operations under temporary guidelines.
However, KEPSHA insists that administrative authority must remain with experienced heads until a proper framework is established. The association argues that replacing experience with academic qualifications risks destabilizing schools, especially during the rollout of Competency-Based Education (CBE).
As TSC works to finalize the structure, several stakeholders warn that overlooking experience could weaken school governance and worsen the friction between the two teaching groups. With Grade 9 set to transition into senior school soon, clarity in leadership remains critical.
