Kenya's teachers at a crossroads: Undervaluation, unpaid responsibilities and unfulfilled promises

From examination marking allowances to stalled promotions, acting appointments and delayed payments, teachers are increasingly questioning whether their contribution to the country's education system is receiving the recognition it deserves.

Kenya's teaching profession is facing a growing welfare challenge, with fresh threats by teachers to boycott national examination marking exposing deeper frustrations over remuneration, professional recognition and working conditions. What initially appears to be a disagreement over marking allowances is gradually emerging as part of a wider debate about the value the government attaches to teachers.

Through the Kenya Union of Post-Primary Education Teachers (KUPPET), teachers have warned that inadequate marking allowances could force them to withdraw from the examination exercise, potentially disrupting the processing and release of national examination results.

KUPPET National Vice Chairman Julius Korir says teachers undertaking marking assignments have repeatedly expressed dissatisfaction with the allowances paid by the Kenya National Examinations Council (KNEC). National Assistant Treasurer Mary Rotich has similarly warned that failure to address the grievances could lead to withdrawal from the exercise. The union wants the Ministry of Education and KNEC to review the existing payment arrangements and engage teachers' representatives to establish a fairer system.

Beneath the latest confrontation lies a more fundamental question: has Kenya adequately recognised the people upon whom the success of its education system depends?

Examination marking: responsibility without satisfactory pay

National examinations are among the most sensitive undertakings in Kenya's education sector. Marking demands accuracy, confidentiality, concentration and professional judgement, and teachers' decisions influence learners' academic progression and future opportunities. Despite these responsibilities, teachers have repeatedly complained about inadequate allowances and delayed payments.

KUPPET officials have also questioned the compensation provided to examination supervisors and invigilators. The union has sought the intervention of the Salaries and Remuneration Commission (SRC) to facilitate discussions with KNEC and establish more satisfactory payment arrangements.

The developments in Vihiga County on November 6, where teachers reportedly agreed to continue examination duties despite unresolved payment concerns, illustrate the delicate relationship between professional commitment and dissatisfaction. Teachers may remain committed to their responsibilities, but commitment should never become an excuse for ignoring their welfare.

Acting appointments: extra responsibilities must attract pay

Another contentious issue concerns teachers who perform higher administrative responsibilities without corresponding financial recognition. Across the sector, teachers serving in acting capacities have raised concerns about performing the duties of higher positions without receiving the benefits attached to them.

Schools cannot function effectively without leadership and administrative continuity. When a teacher is assigned additional responsibilities, the institution benefits from that person's labour, expertise and time. The question is whether the compensation arrangements adequately recognise that contribution.

Teachers should not be expected to shoulder additional responsibilities indefinitely without transparent arrangements on recognition, appointment and remuneration. A fair system should ensure that acting appointments are handled within reasonable timelines and that eligible teachers are considered for substantive appointments.

Promotions and career progression

Teachers invest years acquiring additional qualifications, attending professional development programmes and gaining classroom experience, and professional advancement should translate into meaningful career growth. The Teachers Service Commission (TSC) must continue reviewing promotion frameworks to ensure teachers are not left stagnant despite acquiring higher qualifications and experience.

Perhaps one of the most painful contradictions in the sector is the continued existence of thousands of trained teachers who have never secured employment with the TSC. Some are now approaching retirement age without having served in public schools despite years of professional training. Those above 45 are particularly concerned that time is running out.

While the government has employed more than 100,000 teachers in recent years, thousands of qualified educators remain outside the public system. Some have turned to casual employment, while others work in private institutions under difficult financial circumstances.

The situation raises questions about recruitment policies, workforce planning and the government's commitment to addressing unemployment among trained educators. The President's previous commitments on teacher employment have also raised expectations among affected professionals. The government must consider a more comprehensive recruitment strategy that recognises the plight of experienced but unemployed teachers.

The Competency-Based Education (CBE) system has significantly changed the demands placed on teachers. Educators are expected to understand new assessment approaches, implement curriculum designs, guide learners through practical activities and maintain records of individual competencies. Successful implementation requires adequate staffing, infrastructure, teaching materials and continuous professional development.

Junior School (JS) has particularly exposed the challenges of teacher deployment, subject specialisation and staffing requirements. Teachers cannot be expected to deliver an ambitious curriculum when schools lack sufficient personnel or when deployment arrangements do not reflect the demands of the new system. Curriculum reforms must be accompanied by corresponding investment in human resources.

What the new TSC secretary must confront

The leadership of the TSC will have a significant role in determining the future direction of the teaching profession. Teachers expect an administration that understands their challenges and is prepared to address longstanding grievances. The incoming substantive Commission Secretary should prioritise:

Fair remuneration: reviewing payment arrangements for examination marking, supervision and invigilation.
Timely payments: ensuring teachers receive their examination allowances without unnecessary delays.
Career progression: addressing stagnation and creating transparent promotion opportunities.
Acting appointments: setting clear timelines for substantive appointments and appropriate recognition of additional responsibilities.
Teacher recruitment: developing sustainable strategies to absorb qualified unemployed teachers.
CBE implementation: ensuring adequate staffing, training and resources, particularly in JS.
Professional development: creating opportunities for teachers to advance academically and professionally.
Teachers' welfare: strengthening consultation, occupational support and mechanisms for resolving workplace disputes.

The success of the commission cannot be measured exclusively through administrative efficiency. It must also be measured through the confidence teachers have in the institution that manages their professional lives.

Education reforms cannot succeed through policy announcements alone. They require motivated professionals, adequate resources, fair compensation and an administration that listens to those implementing them. The examination marking dispute should serve as an opportunity to address deeper structural problems, not another disagreement resolved through temporary assurances.

The teacher who marks national examinations, the one supervising candidates, the headteacher managing a school, the JS educator implementing CBE and the trained professional waiting for employment are all part of the same national education architecture. Their circumstances differ, but their concerns point towards one central issue: recognition.

Teachers do not merely want public appreciation during national celebrations or praise whenever examination results improve. They want policies that translate recognition into tangible professional and economic benefits: fair compensation for additional responsibilities, timely payment for services rendered, opportunities for promotion and a recruitment system that does not let trained professionals approach retirement without ever serving in public schools.

Teacher welfare is not separate from education quality. It is one of its most important foundations. The threatened examination marking boycott should therefore be treated as a warning that deserves serious engagement. A country that expects teachers to safeguard the future of its children must also safeguard the dignity, livelihoods and professional future of its teachers.