As Kenya grapples with recurring school crises, a new debate is emerging: have principals been given too much power at the expense of teachers?
The discussion gained momentum following comments by analyst Gordon Opiyo, who argues that the relationship between teachers and Heads of Institutions (HOIs) has deteriorated over the years, creating an atmosphere of fear rather than collaboration in many schools.
According to Opiyo, reforms introduced during the tenure of former Teachers Service Commission (TSC) CEO Dr. Nancy Macharia significantly strengthened the administrative authority of school heads.
While the changes were intended to improve accountability and performance, critics now question whether they may have inadvertently silenced teachers.
The analyst argues that many teachers feel vulnerable because administrative actions initiated by principals can trigger disciplinary processes that affect salaries and careers.
As a result, some educators choose to avoid conflict, keep a low profile and focus only on their basic responsibilities.
The concern comes amid renewed scrutiny of safety standards in schools following a series of tragic incidents.
While investigations often focus on infrastructure, dormitory management and security procedures, Opiyo believes another issue deserves attention: the health of relationships within school staffrooms.
“A school is safest when teachers and administrators work as partners. If communication breaks down and teachers feel intimidated, warning signs can easily be missed,” Opiyo said
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The analyst further noted that teachers are often the first people to detect student distress, disciplinary concerns, infrastructure risks, or emerging conflicts, and their willingness to speak up can be critical in preventing tragedies.
As the debate continue; a lot of broader questions are raised on whether there should be stronger checks and balances on the powers of principals?
Are teachers adequately protected when raising concerns?
And can schools achieve excellence if trust between teachers and administrators is lacking?
While supporters of stronger school leadership argue that principals need authority to manage increasingly complex institutions, critics insist that accountability must be matched with safeguards for teachers.
As stakeholders search for solutions to challenges facing the education sector, one question continues to resonate: Is the problem in Kenyan schools only about buildings and policies, or is it also about the people expected to work together within them?
By our reporter
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