Lately, newspaper headlines have been screaming about “principals from hell.” These are said to be untouchable, rogue, and power-hungry heads who have allegedly turned schools into toxic workstations. The sensationalism is captivating, the language emotive, and the tone judgmental. As a teacher and a consumer of a principal’s leadership, I find this growing narrative both troubling and unfair. I do not hold brief for principals – nor am I their spokesperson – but I refuse to let my silence be mistaken for approval. They say silence is worse than approval, and so I must speak.
Let us be clear: not every principal is a saint. Just as in every profession, some misuse power, those who act without empathy, and those whose leadership leaves a trail of bitterness. But to condemn an entire profession because of the mistakes of a few is the height of journalistic recklessness. It amounts to painting with too broad a brush. The truth, as I have experienced it, is that most school principals are good-intentioned, professional, and deeply committed to the welfare of both learners and teachers.
I have worked under several principals in my teaching career. Each of them had a unique leadership style—some more democratic than others—but one thing was clear: they all wanted the school to succeed. My current principal, a woman of remarkable professionalism and integrity, completely defies the stereotype that the media has been peddling. She is approachable yet firm, visionary yet humble. She leads by example. She consults, listens, and corrects with dignity. In her office, fairness is not a favour—it is a value. When newspapers scream about “principals from hell,” I find it hard to reconcile that image with the principal I know and work with daily. She is not rogue; she is responsible, caring, and driven by a sense of purpose larger than herself.
Our education system is one of the most complex in the region. Principals are not just administrators; they are also financial managers, counsellors, disciplinarians, crisis responders, community leaders, and public relations officers. Many of them run schools in environments riddled with challenges—late disbursement of capitation, inadequate infrastructure, unmotivated staff, rising cases of student indiscipline, and unrealistic expectations from parents and education officials alike. They are expected to deliver academic excellence while managing dozens of competing demands, often without sufficient support. Yet despite these hurdles, most principals wake up early, report to school before dawn, and leave long after sunset, ensuring that learning continues smoothly.
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It is, therefore, disheartening when the media ignores these sacrifices and fixates only on the scandals. The blanket condemnation of principals in the name of “exposing rot” does not reflect ethical journalism. Journalism, at its best, should seek truth, offer balance, and provide context. What we are witnessing instead are sweeping generalisations, half-truths, and sensational headlines crafted to sell papers rather than inform the public. It is insensitive and unfair to ignore the thousands of principals who lead with integrity and commitment.
When a principal mishandles school funds, bullies teachers, or abuses power, such conduct must be condemned without hesitation. But when the majority of principals spend sleepless nights worrying about food for boarders, delayed suppliers’ payments, or threats of unrest, they too deserve space in our newspapers. For every “principal from hell” story, there are hundreds of unreported tales of dedicated heads who quietly transform schools, mentor young teachers, and restore hope in struggling learners.
Consider the rural school principal who doubles up as bursar and procurement officer because the school cannot afford adequate support staff. Or the one who must plead with suppliers to deliver food on credit because the government capitation has been delayed. Consider the principal who walks into classrooms, teaches despite administrative burdens, or personally drives sick students to the hospital. These are not fictional figures—they are the unsung heroes of Kenya’s education system. Sadly, their stories never make it to the front page.
There is also the psychological burden of leadership. Every decision a principal makes is scrutinised by parents, teachers, the board, the Ministry of Education, and the Teachers Service Commission. When a student misbehaves, the principal is blamed. When a teacher underperforms, the principal is blamed. When exam results drop, the principal is blamed. It is as though every problem in a school has one scapegoat: the principal. Yet the same society expects this overburdened individual to maintain calm, exhibit saintly patience, and smile through the storms.
The current media trend of demonising principals risks destroying the morale of school leadership across the country. It breeds suspicion, fear, and mistrust between teachers and administrators. It also discourages talented educators from aspiring to leadership positions. Why would any teacher want to become a principal when the position has been turned into a symbol of tyranny and abuse? We must be careful not to erode the authority and dignity of the office that anchors our schools.
That said, principals themselves must also rise above reproach. The few who misuse their power must be held accountable to preserve the office’s honour. They must remember that leadership is not a privilege but a responsibility. It is a sacred trust bestowed upon them to serve—not to oppress. A good principal understands that influence is earned, not enforced. If all principals adhered to the values of fairness, respect, and servant leadership, no amount of media distortion would tarnish the profession.
As a teacher, I will continue to appreciate the good-intentioned, well-meaning principals who walk the narrow path. They deserve recognition and respect. Let us not allow the loud headlines to drown the quiet goodness that sustains our schools daily. Journalism should expose wrongdoing, yes, but it should also celebrate integrity. The Kenya I know is full of hardworking principals – men and women who bear the weight of our children’s future with grace and fortitude.
Before we condemn all principals as “from hell,” let us remember that heaven too has its ambassadors in the education system – those who lead with love, serve with humility, and build schools that are safe havens of learning. They may not make the headlines, but they make the difference that truly matters.
By Ashford Kimani
Ashford teaches English and Literature in Gatundu North Sub-county and serves as Dean of Studies.
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