Teachers raise concerns over TPAD appraisals amid claims of bias by school managers

• Teachers have raised concerns over the fairness of the Teachers Service Commission’s Teacher Performance Appraisal and Development (TPAD) system.
• The debate follows the circulation of a social media screenshot allegedly showing a teacher receiving a zero score despite other appraisal sections appearing complete.
• Education stakeholders are now calling for greater transparency, accountability and objectivity in teacher performance appraisals.

Concerns are growing among teachers over the fairness of the Teachers Service Commission (TSC) Teacher Performance Appraisal and Development (TPAD) system, following claims that personal disagreements with Deputy Heads of Institution (DHOIs) or other appraisers could negatively affect appraisal scores.

The debate intensified after a screenshot circulated widely on social media, allegedly showing a teacher’s TPAD record with a zero rating in one section despite other performance indicators appearing complete.

The accompanying post claimed that teachers who fall out with their appraisers risk receiving unfair evaluations, sparking mixed reactions across the education sector.

TPAD is TSC’s official performance management tool designed to assess teachers based on evidence of their professional responsibilities, lesson preparation, learner progress, classroom management and participation in school activities.

Teachers first conduct a self-appraisal before the assigned appraiser reviews the evidence and awards scores.

While the Commission maintains that the appraisal process is evidence-based and intended to support professional growth, some teachers argue that the system may be vulnerable to subjective judgments if there is a strained relationship between the appraisee and the appraiser.

Stakeholders call for transparency

Education stakeholders have called for transparency, accountability and fairness during the appraisal process, emphasizing that teachers should be assessed strictly on documented performance rather than personal differences.

They have also urged school administrators to ensure that TPAD remains a professional development tool rather than a source of conflict.

TSC encourages teachers experiencing technical challenges or who believe they have been unfairly appraised to seek clarification through their Heads of Institution or the relevant TSC county and sub-county offices.

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The Commission has consistently maintained that TPAD is meant to improve the quality of teaching and learning by promoting continuous professional development and accountability across schools.

By Jeff Kirui