Primary school teachers have almost three times more promotion opportunities than secondary school teachers in the latest recruitment drive announced by the Teachers Service Commission (TSC) on Tuesday.
The figures show that 14,934 senior positions have been allocated to the primary category compared to 5,672 in the secondary category, making it one of the widest gaps in recent years.
The advantage for primary teachers is consistent across almost all comparable grades, with some senior positions existing only in the primary structure. In the primary category, the largest allocation is Senior Teacher II (C2) with 4,683 positions, plus an additional 188 for teachers in Special Needs Education (SNE).
This role does not exist in secondary schools, giving primary teachers an immediate edge at the entry senior level. The next largest allocation is Senior Teacher I (C3) with 3,244 positions, which also has no secondary equivalent.
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The Deputy Head Teacher II (C4) position in primary schools has 3,547 vacancies, while the closest equivalent in secondary schools, Senior Master II (C4), has 850 positions, plus three positions in SNE. At the C5 grade, Head Teacher in primary schools accounts for 1,872 vacancies, while Senior Master I (C5) in secondary schools has 737 positions.
At the D1 level, Senior Head Teacher in primary schools has 1,400 positions. In contrast, the equivalent in secondary schools, Deputy Principal II, has 847 vacancies. Above this level, leadership positions are typically found only in secondary schools. These include Deputy Principal I (D2) with 971 positions, plus 4 in SNE; Principal (D3) with 674 positions, plus 2 in SNE; Senior Principal (D4) with 490 positions; and Chief Principal (D5) with 99 positions.
When SNE allocations are factored in, the gap remains significant. Primary schools have a larger share of their SNE positions concentrated in lower senior grades, where competition for promotion is typically highest. In contrast, secondary SNE allocations are mainly at higher leadership levels, where opportunities are fewer and require more experience.
The disparity is partly due to the larger number of primary schools nationwide, which creates greater demand for senior teachers and administrators. The structure of primary education includes intermediate leadership ranks such as Senior Teacher II and Senior Teacher I, neither of which exists in the secondary structure, and both of which contribute significantly to the higher vacancy numbers.
In SNE, the emphasis on primary allocations reflects the higher number of special units within primary schools and the importance of early intervention for learners with special needs. By placing more senior SNE positions in primary schools, TSC appears to be strengthening leadership at the stage where it can have the most long-term impact.
With the Competency-Based Curriculum (CBC) fully rolled out in lower grades, the commission may also be prioritising leadership stability in primary schools to manage curriculum changes and ensure quality teaching for both regular and special needs learners.
By Benedict Aoya
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