TSC proposes major overhaul of teachers' promotion structure with two career paths

The Teachers Service Commission (TSC) is proposing a major restructuring of teachers' career progression that could change how educators advance professionally, with a new model separating classroom teaching from administrative leadership.

The proposed review of the 2018 Career Progression Guidelines (CPG) seeks to address longstanding concerns over career stagnation, unequal remuneration and limited promotion opportunities for teachers who wish to remain in the classroom and not pursue management positions.

Under the proposed framework, teachers would follow two distinct pathways: an administrative track for those aspiring to become school managers, and a classroom teaching track designed to recognise professional excellence without requiring teachers to take up leadership positions.

The move is expected to address concerns that teachers have traditionally had to pursue administrative appointments to advance to higher career grades, potentially limiting opportunities for those committed to classroom instruction.

TSC also proposes reducing the number of career progression levels from 56 to 43 across different categories of teachers, including those in primary schools, junior and senior schools, special needs institutions, teacher training colleges and curriculum support officers.

The proposed changes would reduce the grades in regular primary schools from eight to six, while junior and senior schools would move from nine to seven. Secondary schools offering special needs education would have their levels reduced from nine to six, while teacher training colleges would move from 10 to seven. The number of grades for regular and special needs Curriculum Support Officers would decline from four to three.

In primary schools, the proposed classroom teaching structure would provide progression from Teacher 9 to Teacher 1, with entry grades recognising different academic qualifications, including Primary Teacher Education certificates and diplomas.

For secondary school teachers, the proposed structure would begin at Teacher 8 for diploma holders and Teacher 7 for bachelor's degree holders, before advancing through higher professional grades.

The administrative pathway would separately provide opportunities to rise through positions such as senior teacher, deputy principal, principal, senior principal and chief principal, depending on the institution and level of responsibility.

The proposed reforms also cover teacher training colleges and the Kenya Institute of Special Education (KISE), where revised structures are expected to provide clearer progression opportunities for tutors and education professionals.

TSC says the review is informed by challenges arising from the implementation of Competency-Based Education, disparities in remuneration among teachers performing comparable duties and the need to recognise additional administrative responsibilities. The commission is also seeking to incorporate feedback from teachers and address inequalities affecting educators with similar academic qualifications.

The proposed review is anchored in Section 11 of the Teachers Service Commission Act, which outlines the commission's responsibilities in facilitating teachers' career progression and professional development, and in Article 10 of the Constitution on public participation. It also takes into account stakeholder engagement and the 2025-2029 Collective Bargaining Agreement (CBA).

The proposed structure will require further processes before implementation. After approval, TSC will submit the revised guidelines and corresponding job descriptions to the Salaries and Remuneration Commission (SRC) for job evaluation.

The two institutions will undertake the evaluation, hold stakeholder clinics to explain the findings and establish the financial implications before the results are communicated and published for teachers.

The outcome of the SRC evaluation will be important in determining whether the proposed restructuring translates into improved remuneration.

For teachers, the main question will be whether the new arrangement provides genuine opportunities for professional advancement, ends prolonged career stagnation and ensures that excellent classroom practitioners receive recognition comparable to their counterparts in school administration.