- Not every teacher wants to be a principal.
- Career growth should reward teaching excellence, not just administrative appointments.
- Promotions should not depend solely on the availability of principal and deputy principal vacancies.
By Sir Chelule
TSC is still getting it wrong. We need two parallel career progression pathways: one for administrators and another for classroom teachers.
Not every teacher aspires to become a Principal or Deputy Principal. Career growth should not be limited to administrative positions alone. Teachers who choose to remain in the classroom should have an equally clear and rewarding promotion ladder that recognizes experience, competence, and professional contribution.
By pegging promotions to the availability of Principal and Deputy Principal vacancies, TSC disadvantages many deserving teachers. Effective career progression should allow both administrators and career teachers to advance independently without one path being dependent on the other.
A teacher’s growth should not be determined solely by their willingness or opportunity to take up administrative roles. Excellence in classroom teaching deserves recognition and promotion in its own right.
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