In many schools across Kenya, especially in rural and marginalised areas, the absence of substantive principals and deputy principals has become a pressing concern. This leadership vacuum goes beyond administrative inconvenience – it threatens the very heart of curriculum delivery and effective school management. The principal and their deputy are not mere figureheads; they are the cornerstone of educational leadership, responsible for creating order, driving academic excellence, and fostering a conducive learning environment. When these positions are either vacant or held in an acting capacity for extended periods, the consequences on curriculum implementation, teacher performance, student discipline, and overall school culture are far-reaching and often detrimental.
A substantive principal has been officially appointed and confirmed by the Teachers Service Commission (TSC) after undergoing the necessary vetting, training, and deployment. This person possesses both the legal authority and professional expertise to guide a school’s academic and operational agenda. Their presence signals stability, direction, and accountability. In contrast, acting principals or deputies – no matter how well-meaning or experienced – often lack the full powers, confidence, and long-term vision needed to lead effectively. They work in a state of uncertainty, always unsure of when they might be replaced or regularised. This hesitancy undermines their ability to make bold decisions, implement strategic plans, or even command respect from staff and students.
One of the most immediate casualties of such a leadership gap is curriculum delivery. Teaching and learning must be closely supervised, coordinated, and evaluated to ensure that the syllabus is covered effectively and within the required timelines. Substantive school heads ensure that schemes of work are prepared on time, lesson plans are followed, and teachers are held accountable for class attendance and performance. They oversee classroom observations, departmental meetings, internal evaluations, and remedial programs. Acting principals, especially those who double up with their teaching load or have little training in academic leadership, often struggle to juggle these roles effectively. Without firm oversight, syllabus coverage becomes haphazard, revision timelines are missed, and learners are left ill-prepared for national assessments such as KPSEA, KJSEA, and KCSE.
Equally affected is staff morale. Teachers look up to school leadership for motivation, support, and guidance. A substantive principal, by virtue of having been officially recognized and appointed, wields legitimate authority and can confidently hold staff accountable. They also provide mentorship, resolve disputes, and facilitate professional development. In their absence, schools experience increased teacher absenteeism, low productivity, and even open defiance. Many acting principals fear taking tough disciplinary action against colleagues because they lack the backing or recognition that comes with a substantive post. This hesitation can lead to a permissive atmosphere where mediocrity festers and accountability erodes. The ripple effect ultimately lands on the students, whose learning is compromised.
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School discipline, which is the bedrock of any functional learning institution, also takes a hit in the absence of strong leadership. Students quickly pick up on power vacuums and exploit them. Cases of indiscipline, truancy, bullying, and drug abuse tend to rise in schools without a firm hand at the helm. A principal who is serving in an acting capacity may avoid confronting these issues head-on, fearing backlash or criticism from parents, boards of management, or education officers. Worse still, when both the principal and the deputy are acting, the school essentially operates on autopilot, with major decisions deferred and crises allowed to simmer. The school culture begins to rot from within, and even the best-intentioned teachers are rendered helpless in such an environment.
Moreover, the lack of substantive leadership disrupts school planning and development. Principals are instrumental in steering infrastructure projects, resource mobilization, and implementation of strategic plans. They interact with government officials, donors, sponsors, and boards to secure funding and support for key projects. Without a legitimate leader, these stakeholders become reluctant to commit resources, fearing instability or mismanagement. Many development projects stall or are poorly executed due to leadership gaps. Acting heads may also be cautious about signing procurement documents or initiating new programs due to the fear of audits, reprimands, or accusations of overstepping their mandate.
Another critical area affected is stakeholder engagement. A substantive principal enjoys the confidence of parents, community leaders, religious sponsors, and alumni. They represent the school in public forums and provide credible assurance to external parties about the school’s direction and performance. In contrast, acting heads may struggle to win trust or galvanize community support, particularly in traditional settings where legitimacy and hierarchy are highly valued. Parents may become reluctant to send their children to a school perceived as leaderless or unstable. Sponsors may withdraw their support, and even talented teachers may request transfers to better-managed institutions.
The situation is further complicated by the policy bottlenecks at the TSC and the Ministry of Education. Promotions to the rank of principal and deputy principal have often been delayed due to bureaucracy, political interference, or unclear career progression frameworks. Many deserving teachers are left in acting positions for years, without clear communication on when they will be confirmed. This limbo is demoralizing not just for the acting administrators but also for their colleagues, who perceive the promotion system as unfair or opaque. Schools end up stuck with leaders who are unable or unwilling to initiate meaningful reforms, leading to stagnation.
To reverse this trend, the TSC must fast-track the confirmation of acting principals and deputies, especially in schools that have gone for more than one year without substantive leadership. Policies that prioritize merit, performance, and integrity in appointments must be enforced strictly, without succumbing to ethnic, regional, or political pressures. Equally, teacher training colleges and universities must revamp their leadership training modules to equip future school heads with the skills to navigate complex school environments. Schools, after all, are not just learning centers—they are institutions that shape the nation’s future. Leaving them without strong leadership is a gamble the country can ill afford.
By Ashford Gikunda
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