- Ashford Kimani argues that expanding administrative and social responsibilities are leaving teachers with less time to teach.
- He says curriculum reforms, digital systems and increasing learner welfare demands have significantly increased teachers’ workloads.
- The article calls for education systems to refocus teachers on their primary role—delivering quality learning.
Across Africa, the teaching profession is quietly undergoing a profound transformation.
Teachers are increasingly expected to serve as counsellors, social workers, security officers, technology experts, data clerks, psychologists, community mediators and policy implementers.
Ironically, the responsibility they were professionally trained to perform—teaching—is gradually being squeezed into whatever time remains.
A recent discussion in South Africa suggested that teacher preparation is increasingly becoming preparation for surviving the profession rather than mastering the art of teaching.
Although the debate focused on South Africa, the concerns strongly resonate with Kenya’s education system.
In many schools, teachers begin each day handling administrative responsibilities long before entering the classroom.
Attendance registers, assessment records, digital platforms, reports, meetings, learner counselling, co-curricular activities and ministry directives now consume a significant portion of their working day.
By the time lessons begin, much of their energy has already been exhausted.
Education experts argue that while teacher training institutions prepare graduates to become effective classroom practitioners, the reality of school life often leaves limited time for lesson preparation and quality instruction.
Curriculum reforms and paperwork
The Competency-Based Education (CBE) curriculum has introduced many positive reforms, including greater emphasis on creativity, collaboration, communication, critical thinking and values.
However, implementation has also increased documentation requirements.
Teachers are now expected to observe, assess, record, moderate and report learner competencies continuously.
Many educators say the increased paperwork reduces the time available for lesson planning and learner engagement.
Technology and learner welfare
Technology has transformed education, but some teachers argue that digital platforms have simply shifted paperwork from files to computers without reducing workload.
Many spend substantial time uploading marks, updating online systems and responding to electronic communication.
At the same time, teachers increasingly support learners facing anxiety, depression, cyberbullying, substance abuse, family breakdown and other social challenges.
In schools with limited counselling services, teachers often become the first point of emotional support despite lacking specialised professional training.
Time to teach
Education experts argue that effective teaching depends on careful lesson preparation, continuous professional reflection and meaningful learner assessment.
When teachers become overwhelmed by administrative responsibilities, lesson quality inevitably suffers.
Some analysts also caution that declining learning outcomes are sometimes met with additional reporting requirements instead of reducing unnecessary bureaucracy.
Rethinking the system
The article argues that education systems should rethink how schools are organised.
Administrative staff should handle routine paperwork.
Professional counsellors should support learners with complex emotional needs.
Technology should simplify work rather than increase reporting demands.
Parents and communities also have an important role in supporting children’s character development and emotional wellbeing instead of expecting schools to address every social challenge.
Ultimately, the article argues that every profession begins in a classroom.
If teachers spend more time completing reports than preparing lessons, managing crises instead of inspiring curiosity and satisfying administrative demands rather than teaching, the consequences will extend far beyond schools.
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The author concludes that meaningful education reform requires restoring teachers to the centre of learning by allowing them sufficient time to do what they were trained to do—teach.
By Ashford Kimani
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