TSC Acting CEO Evaleen Mitei urges head teachers to embrace adaptive, collaborative leadership as schools integrate junior and primary staff under a comprehensive model.
As leadership disputes intensify across public schools, Teachers Service Commission (TSC) Acting CEO Evaleen Mitei has called on head teachers to adopt a more adaptive and inclusive leadership approach. According to Mitei, Kenya’s new comprehensive school structure demands modern leadership styles capable of managing diverse teams, heavy workloads, and rapidly changing educational needs.
Speaking during a national meeting with school administrators, Mitei acknowledged that the introduction of junior school under primary institutions has significantly expanded the responsibilities of head teachers. Many now oversee larger staff teams, increased stakeholder demands, and new curriculum requirements under the Competency-Based Education (CBE) model.
“The era of one person knowing it all is long gone,” Mitei said. “Consultation and collaboration are the new pillars of educational leadership.”
She emphasized that schools today host intergenerational teams spanning Baby Boomers, Millennials, and Gen Z teachers—each group carrying unique expectations, communication styles, and work habits. Mitei encouraged school leaders to embrace these differences instead of viewing them as sources of conflict.
According to her, adaptive leadership helps administrators navigate change more effectively by allowing them to innovate, distribute responsibilities, and create supportive school cultures. She urged head teachers to invest in continuous professional development, ICT integration, and capacity building to strengthen staff performance.
Mitei also reminded administrators that professionalism, ethics, and accountability remain key expectations under the TSC Act (2012) and the Code of Regulations for Teachers (2015). She urged school leaders to prioritize transparency, communication, inclusive decision-making, and teamwork to make the comprehensive school model successful.
Meanwhile, the proposal to introduce a three-tier leadership system—principal, deputy in charge of primary, and deputy in charge of junior school—continues to divide stakeholders. KEPSHA and Knut warn that elevating inexperienced junior school teachers into deputy roles risks undermining school governance and creating leadership disputes.
Despite the controversy, Mitei insists that the future of Kenya’s education system depends on flexible, collaborative, and forward-thinking leadership.
