Across many schools in Kenya, a curious pattern often emerges. Teachers working under Boards of Management (BOM) or in private schools are often seen as energetic, punctual, innovative and deeply committed to their work. They arrive early, leave late, mark assignments diligently and rarely miss lessons. However, once the same teachers are absorbed into the Teachers Service Commission (TSC), the intensity of their effort sometimes appears to decline. The question many parents, school administrators and education observers ask is simple: why do some teachers work extremely hard before employment but seem to slow down after securing a permanent job?
One of the most significant factors is job security. Teachers working under BOM or in private institutions operate in a highly uncertain environment. Their contracts can be terminated on short notice, and renewal often depends on performance, discipline, and the school’s perception of their value. Because of this vulnerability, many teachers put in extra effort to prove their usefulness. Every lesson matters, every result counts, and every complaint from a parent or learner can threaten their job. In such an environment, the fear of losing employment becomes a powerful motivator.
Once the Teachers Service Commission employs a teacher, however, the situation changes drastically. TSC employment is permanent and pensionable. A teacher enjoys a predictable salary, job stability, and legal protections that make dismissal extremely difficult unless serious misconduct occurs. While these protections are meant to safeguard teachers from exploitation and political interference, they can also reduce the pressure that once forced them to maintain very high levels of effort. When survival is no longer tied directly to daily performance, the sense of urgency can gradually diminish.
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Another factor is the difference in supervision and accountability structures. Private schools often have strict monitoring systems. School owners, directors, or principals closely track lesson attendance, syllabus coverage, and learner performance. Teachers may be required to submit weekly lesson plans, regular assessment reports and detailed progress records. Classroom observations are frequent, and underperformance is quickly addressed.
In contrast, public schools sometimes operate with less direct supervision. The administrative structures exist, but enforcement may be inconsistent due to workload, bureaucratic processes, or fear of conflict among colleagues. As a result, some teachers begin to operate with minimal oversight.
Workplace culture also plays a role. In many private institutions, a culture of competitiveness exists. Teachers know they are constantly being evaluated and compared. Promotions, contract renewals and salary increments depend heavily on performance. In some cases, private schools even link teacher rewards directly to examination results. This creates a performance-driven environment where effort is visible and valued.
In contrast, public schools may have a culture that emphasises uniformity rather than performance. A hardworking teacher and a less committed teacher often receive the same salary, the same promotion timeline and similar recognition. Over time, this can discourage exceptional effort because the system does not strongly reward it.
Motivation also changes once financial stability is achieved. Teachers under BOM or private schools often earn modest salaries, sometimes far below the official government pay scales. Their ambition to secure TSC employment becomes a powerful personal goal. They work tirelessly not only to impress their employers but also to gain experience and build a professional record that may help them secure government employment. Once that goal is achieved, the psychological drive that once pushed them to excel may fade, particularly if the new environment does not offer clear incentives for further excellence.
However, it is important to note that not all teachers become less committed after joining TSC. Many remain deeply passionate about their profession and continue to serve learners with dedication and professionalism. These teachers understand that teaching is more than a job; it is a calling. Their motivation comes not from fear of losing employment but from the satisfaction of shaping young minds and contributing to national development.
Institutional systems also influence teacher behaviour. When performance evaluation systems are weak, individuals often adjust their effort to the minimum level required to avoid disciplinary issues. Strengthening teacher appraisal systems, encouraging peer evaluation and linking professional growth to measurable outcomes can help maintain high levels of motivation even within secure employment structures.
Professional identity is another critical factor. Teachers who see themselves as lifelong educators rather than employees tend to maintain high standards regardless of their employment status. Such teachers constantly update their knowledge, experiment with new teaching strategies, and remain committed to their learners’ success. The challenge for the education system is therefore not merely employment conditions but the cultivation of a strong professional culture among teachers.
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Ultimately, the perception that teachers slow down after employment reflects a complex interaction between human psychology, institutional systems, and workplace culture. Job security is necessary to protect educators from exploitation, but it must be balanced with accountability and professional expectations. When systems reward excellence, encourage innovation, and maintain strong leadership within schools, teachers are more likely to sustain the same level of dedication they demonstrated before employment.
For Kenya’s education system to thrive, the focus should not simply be on criticising teachers, but on creating environments that inspire ongoing commitment. Teaching should remain a profession where effort, creativity and dedication are recognized and rewarded. When this balance is achieved, the difference between teachers in private schools and those employed by the government will gradually disappear, leaving behind a profession defined not by employment status but by excellence in service to learners.
By Ashford Kimani
Ashford teaches English and Literature in Gatundu North Sub-county and serves as Dean of Studies.
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