Staff welfare: When the safety net becomes a battlefield

Having served in the teaching profession for several years, I have had an opportunity to observe how staff welfare operates in schools and the difference it makes in teachers' lives. I have witnessed colleagues receive timely assistance during bereavement, illness and family emergencies. At such moments, the value of belonging to a supportive team becomes evident. Even a modest contribution can offer relief and remind someone going through a difficult season that they are not alone.

However, I have also seen welfare associations experience leadership wrangles, disagreements over contributions, accusations of favouritism and members gradually withdrawing from participation. It is an interesting contradiction: institutions established to bring colleagues together can sometimes become sources of tension. What goes wrong along the way?

Staff welfare is often understood in terms of monthly contributions and financial assistance. While these are important, its purpose should be much broader. It should promote a sense of belonging, encourage mutual support and create an environment where employees feel that their wellbeing matters. Teachers spend a significant part of their lives in school. They celebrate personal milestones together, face professional pressures and sometimes encounter unexpected family difficulties. A colleague's illness, bereavement or financial emergency can affect the entire staffroom. A well-managed welfare scheme provides a practical way of responding to such situations and, more importantly, builds relationships that extend beyond professional duties.(Education News Kenya — https://educationnews.co.ke/news/staff-welfare-when-the-safety-net-becomes-a-battlefield)

Research supports the importance of these relationships. A 2023 study involving 2,508 high school teachers in Japan found that trust between teachers and their colleagues and principals contributed positively to their wellbeing, even in the face of demanding working hours. Another 2024 study involving 769 educators associated psychological safety with lower burnout and greater professional confidence.

Psychological safety is particularly relevant in a school setting. It means being able to express an opinion, ask questions or disagree with a decision without fearing humiliation or victimisation. Teachers should not have to choose between protecting their peace and speaking up about legitimate concerns.

One challenge facing some welfare associations is leadership that loses sight of its responsibility. An elected office should be a position of service, not an opportunity to exercise authority over colleagues. Members contribute their money with the expectation that it will be handled responsibly. They therefore deserve regular financial reports, clear records and explanations about how decisions are reached. Asking for accountability should never be interpreted as hostility towards office bearers.

There is also the question of entitlement. Some members expect immediate assistance whenever they encounter difficulties but are reluctant to honour their own contribution obligations. Others expect benefits that the association may not have the financial capacity to provide. Welfare, however, is a collective arrangement. It can only remain sustainable when members understand both their rights and responsibilities.

Perhaps the most damaging development is when disagreements lead to silence. Teachers who once participated actively may begin avoiding meetings or keeping their opinions to themselves because they do not want to be drawn into unnecessary disputes. Once members lose confidence in the process, the association gradually loses its purpose. Leaders must understand that disagreement is part of democratic participation. Members should be allowed to question decisions without being labelled difficult or disloyal.

An important distinction must be made between employer-provided benefits and voluntary staff welfare arrangements. In Kenya, the Teachers Service Commission (TSC) is the employer of public school teachers and has responsibilities relating to their employment conditions and benefits. A voluntary welfare association should complement these provisions, not replace them. Teachers should not be left to depend entirely on colleagues when accessing support that falls within the employer's obligations.

School administrators also influence how welfare initiatives operate. Principals, deputy principals and heads of departments help shape the working environment through their leadership styles and relationships with staff. They should provide reasonable opportunities for welfare activities, encourage constructive staff engagement and support a culture of fairness. However, they must respect the independence of voluntary associations and avoid interfering with their elections, finances or internal decisions. Good administration goes beyond demanding results. It involves understanding the people expected to deliver those results. A teacher facing personal difficulties may need compassion, flexibility and appropriate support rather than additional pressure.

Being professionally trained does not automatically make someone financially knowledgeable. Teachers, like other employees, need practical skills to manage their earnings and make sound financial decisions. Welfare associations can provide an opportunity to develop this understanding. Members should know how to prepare budgets, distinguish savings from investment funds, understand borrowing costs and assess the risks associated with loans and investments. They should also appreciate the importance of personal savings, insurance, emergency funds and retirement planning. Collective welfare is valuable, but it should not become a substitute for individual financial responsibility.

For associations, proper record-keeping, regular financial statements, independent audits and clear borrowing policies are essential. Contributions should be affordable, and promised benefits should reflect the actual financial position of the association. Members should also have a clear constitution explaining eligibility for assistance, leadership terms, elections and procedures for resolving disputes. These provisions protect both the office bearers and the membership.

Schools need to appreciate that welfare is not exclusively about money. Recognition, mentorship, social interaction, emotional support and access to counselling are equally important. Administrators can encourage staff development sessions on financial literacy, interpersonal relationships and stress management. Welfare leaders, on the other hand, should cultivate inclusive decision-making and ensure that members feel free to participate.

There is also a lesson for learners. Children observe how adults treat one another. They notice how teachers cooperate, resolve disagreements and respond when a colleague is in difficulty. A school that teaches learners respect and responsibility should demonstrate those values within its own staffroom.

The Bible offers a fitting reminder in Galatians 6:2: "Carry each other's burdens, and in this way you will fulfil the law of Christ." This is the spirit that should guide staff welfare. It is not about who holds office, who contributes the most or who receives the largest benefit. It is about recognising our shared humanity and being willing to support one another.

Ultimately, a school should be judged not only by its academic achievements but also by the environment it creates for the people who work there. Teachers need a workplace where their contributions are appreciated, their concerns are heard and their wellbeing is taken seriously. Staff welfare should remain a source of comfort, not another burden to carry. When managed with integrity, it becomes a safety net that strengthens staff. When driven by personal interests and poor leadership, it can become a battlefield. The difference lies in how well we understand the responsibility of looking after one another.