A section of Junior School teachers has vowed not to relent in its push for administrative autonomy, saying it will sustain the campaign until the government listens to its concerns and takes action.
In messages shared on their communication platforms, the teachers said their demand for autonomy is not going away and that they are prepared to keep pressing education authorities until their grievances are addressed. They expressed determination to remain united in pursuing what they consider a critical step towards securing proper recognition and representation within Kenya's education system.
At the centre of their concerns is the administrative position of Junior School within the comprehensive school structure. The teachers want an arrangement that adequately recognises the distinct responsibilities of Junior School, including its curriculum demands, professional needs and institutional management requirements.
The debate comes as Competency-Based Education (CBE) continues to be implemented, transforming teaching approaches and increasing expectations placed on educators.
The teachers argue that the success of the new curriculum must be accompanied by administrative reforms that give them a stronger voice in decisions affecting their professional welfare, leadership opportunities and career progression.
Their demand also touches on professional identity. They want Junior School teachers' responsibilities to be recognised and their contribution to the education system reflected in institutional decision-making.
The agitation presents the Ministry of Education and the Teachers Service Commission (TSC) with the challenge of addressing teachers' concerns while ensuring that the comprehensive school model operates effectively. Neither has responded to the latest messages, and Education News has sought their comment.
The latest declaration points to a growing determination among a section of Junior School teachers to remain vocal and persistent in demanding a greater say in the administration of their institutions.
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