- Teachers serving in acting administrative positions in ASAL areas want their experience recognised in promotions.
- They say some have performed higher-level responsibilities for years while remaining in their substantive grades.
- The teachers want TSC to consider their leadership experience and service in challenging working environments.
Teachers serving in acting administrative positions in Arid and Semi-Arid Lands (ASAL) areas have appealed to the Teachers Service Commission (TSC) to consider their experience in the promotion exercise.
The teachers say they have performed duties associated with higher positions for years, despite remaining in their substantive grades and receiving no additional financial reward for the responsibilities they have undertaken.
Some have served as acting Senior Teachers, Deputy Headteachers and Headteachers, taking charge of school administration, supervising teachers, managing learners and making key decisions to ensure learning continues.
Their appeal comes as teachers await the outcome of the promotion exercise, with acting administrators hoping their additional responsibilities will be recognised during the selection process.
Service in challenging areas
The teachers argue that their service in ASAL schools should also be considered, noting that many have worked in remote areas characterised by harsh weather conditions, limited infrastructure, staff shortages and difficult working environments.
Despite these challenges, they have continued to perform administrative duties and support the delivery of education in their respective schools.
They now want TSC to look beyond their substantive titles and consider the practical leadership experience they have accumulated while serving in acting capacities.
According to the teachers, their years of acting should not become a disadvantage in their career progression.
Instead, they believe the experience should demonstrate their ability and readiness to take up substantive administrative positions.
Call for recognition
They are calling on TSC to give them a fair opportunity in the promotion process, saying they are not asking for preferential treatment but recognition of the responsibilities they have undertaken.
The teachers say promotion would not only reward their dedication but also motivate other educators serving in challenging areas to continue taking up leadership responsibilities.
They have urged the commission to recognise their sacrifice, experience and commitment and provide a pathway for those who have served in acting capacities for extended periods to secure substantive administrative positions.
Teachers at a school in an ASAL region. Acting administrators are seeking recognition of their leadership experience in TSC promotion exercises.
By Jeff Kirui
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