The Kenya National Union of Teachers (Knut) has opposed TSC’s plan to elevate junior school teachers into administrative roles, warning that promoting new graduates over veteran educators could collapse leadership in comprehensive schools.
A major row has erupted within Kenya’s education sector after the Kenya National Union of Teachers (Knut) strongly opposed a Teachers Service Commission (TSC) proposal that could elevate junior school teachers into administrative roles over primary school heads. The dispute adds fresh strain to the already fragile Competency-Based Curriculum (CBC) transition affecting junior school implementation.
The TSC revealed it is exploring a new school administrative structure in which comprehensive schools will be run by a principal assisted by two deputies—one overseeing primary school and the other junior school. The proposal aims to streamline leadership in institutions hosting Grades 1 to 9 under one roof.
However, Knut Secretary-General Collins Oyuu declared the plan unacceptable, arguing that many junior school teachers are too inexperienced to supervise or even rank at par with veteran primary school heads. “You cannot come from college yesterday and purport to be a deputy head of an institution. You cannot!” Oyuu stated emphatically.
The union insists that promotions must be guided by teaching experience, leadership history, and longevity in service—factors that have traditionally formed the backbone of teacher career progression. Oyuu cautioned that disregarding these norms would destabilize schools and demoralize long-serving teachers.
KEPSHA national chairperson Fuad Ali echoed similar concerns, saying most junior school teachers lack the administrative grounding required to manage school sections. Ali urged the teachers to respect existing leadership or transition to senior school along with Grade 9 students if they prefer a different environment.
The TSC, however, maintains that changes are necessary. According to Director of Staffing Antonina Lentoijoni, the new system is still under review and is expected to help formalize the roles of junior school teachers and reduce power struggles that have persisted since the rollout of junior secondary education.
For three years, primary school heads and junior school staff have been locked in disputes over leadership. Issues range from lesson allocation and resource control to disciplinary authority and decision-making. Without a clear administrative hierarchy, tensions have escalated and disrupted school cohesion.
TSC Acting CEO Evaleen Mitei assured head teachers that the commission is aware of the heavy responsibilities they shoulder, particularly in blended school environments. She cited long working hours, conflicting expectations, and the pressure of managing intergenerational teacher teams as significant challenges.
Mitei encouraged school leaders to embrace adaptive leadership marked by inclusivity, consultation, and flexibility. She noted that modern schools require shared leadership, a departure from the traditional “one person knows it all” model.
“It is when people feel consulted that they defend the outcomes,” she said, urging administrators to build strong cultures of communication, innovation, and teamwork.
As TSC finalizes its review of staffing norms based on the Presidential Working Party on Education Reforms, the teaching fraternity remains divided. While the commission seeks to modernize school administration, unions insist that leadership must be grounded in experience—not theory.
With the CBC transition already facing logistical and staffing challenges, the outcome of this administrative dispute will significantly influence the future of junior school education in Kenya.
