Junior Secondary School (JSS) teachers across Kenya have threatened to defect from the Kenya Post-Primary Education Teachers, KUPPET and establish a new union if their demands for administrative autonomy are not met.
The educators, speaking to Education News, said they are closely observing ongoing debates on autonomy from the primary school section and have vowed to form a separate union if their calls continue to be ignored.
“If KUPPET fails to champion our autonomy and adequately represent our interests, we will have no choice but to defect and form a new union specifically for junior secondary school teachers,” said one teacher on condition of anonymity.
The teachers argue that JSS deserves recognition as a separate tier within the education system.
They are demanding administrative independence, including separate career progression pathways, specialized training programs, and decision-making powers that reflect the unique needs of junior secondary education.
The teachers further cited challenges such as overlapping administrative duties, unequal allocation of resources, limited professional growth opportunities, and minimal influence in policy decisions affecting junior secondary education.
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The teachers further cited challenges such as overlapping administrative duties, unequal allocation of resources, limited professional growth opportunities, and minimal influence in policy decisions affecting junior secondary education.
“Junior secondary school teachers play a critical role in shaping students’ academic foundation and personal development during the early years of high school, yet our concerns are often overlooked,” said another teacher.
She added: “We need a platform that genuinely represents our professional interests and addresses our unique challenges.”
The proposed move to form a separate union is seen as a last resort, with educators emphasizing that dialogue with KUPPET and the Ministry of Education should be exhausted first.
For some time, JSS teachers have expressed concerns about being administratively grouped with primary school teachers, arguing that their distinct roles and challenges require dedicated representation.
Currently, these teachers belong to the Kenya Union of Post Primary Education Teachers (KUPPET) and have been voicing their concerns through the Kenya Association of Junior School Teachers (KAJST).
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Recently, more than 50,000 JSS tutors have participated in protests and advocacy campaigns nationwide, highlighting their dissatisfaction with the current system.
However, the growing calls for autonomy signal deep frustration among junior secondary teachers who feel their professional identity and contributions are not fully recognized.
Education stakeholders, including policymakers and unions, are now closely watching the developments, as the outcome could redefine teacher representation and administrative structures in Kenya’s education system.
The debate over autonomy is expected to continue, and the actions of JSS teachers could set a precedent for other sections of the education sector seeking more focused representation.
As the pressure mounts, one thing is clear: junior secondary teachers are determined to secure a platform where their professional voice is heard, their work valued, and their autonomy respected.
By Philip Koech
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