Kenya’s schools cannot thrive without strong administrators — yet many principals, deputies, and department heads remain stuck in lower job groups that undervalue their leadership. Beyond academic oversight, administrators are responsible for staff performance, financial accountability, student discipline, resource management, and community engagement. Yet, across the country, many continue to serve in job groups as low as C3, despite performing all the duties of their roles. This contradicts the teaching profession’s clear career structure, where formal administrative appointments begin at job group C4. Assigning leadership duties to teachers below this level not only violates professional guidelines but also diminishes the integrity of the leadership hierarchy.
A particularly concerning trend is the appointment of teachers in lower job groups, such as C3, to administrative roles, while colleagues in higher grades—such as D1 or D2—are overlooked. This raises serious questions of fairness and professional merit. Why should a teacher who has already risen through the ranks, gained extensive experience, and met all the criteria for promotion be bypassed in favour of someone in a lower grade? Such practices undermine the principle of meritocracy, weaken morale, and diminish the credibility of the TSC’s career progression framework. Teachers in D1 or D2 have earned their ranks through years of service, performance, and commitment—yet they are sometimes denied opportunities to lead, while those yet to qualify for administrative roles according to the scheme of service are handed such responsibilities. This is a deep injustice that must be corrected.
Furthermore, leadership roles come with a need for authority and professional legitimacy. A teacher in a lower job group may not administer or manage a colleague in a higher job group effectively. Hierarchical conflicts, lack of cooperation, and reduced respect are common in such setups, where authority is misaligned with the formal job structure. This undermines teamwork, discipline, and overall productivity within schools. Leadership must be backed by institutional structure and seniority—not just titles—to be effective.
Many educators have held administrative positions in an acting capacity for years without confirmation or promotion. This mismatch between responsibility and rank is not only demoralizing but also detrimental to the efficiency, fairness, and credibility of school management. Acting appointments are meant to be temporary stopgap measures—not long-term arrangements. Forcing teachers to act for longer than necessary is fundamentally wrong. It takes advantage of their commitment while denying them the recognition, security, and benefits that come with full confirmation. Such practices reflect poorly on the employer’s commitment to fairness and professional progression.
Hundreds of teachers across the country have served as acting principals, deputies, or heads of departments for prolonged periods without formal confirmation. Despite managing complex administrative duties, many of these educators remain in junior grades, denied both recognition and commensurate compensation. This long-standing issue has led to frustration and stagnation among some of the most committed educators in the system. No professional should be expected to shoulder greater responsibility without the promise of advancement. TSC must prioritize the confirmation and promotion of these acting administrators through a fair, transparent, and timely process. Recognizing their service is not just a policy imperative—it is a moral responsibility.
Job grading and compensation are not mere bureaucratic procedures—they are central to acknowledging the value of an individual’s work. Expecting a teacher to manage an entire school community while remaining in the same grade as their classroom colleagues sends the wrong message. It suggests that leadership is not recognized or valued, and over time, this erodes motivation and weakens performance.
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When administrators are elevated to the appropriate job groups, they gain the confidence, authority, and respect needed to lead effectively. It affirms their contribution and reinforces a culture of accountability. Furthermore, it fosters a sense of professional dignity and trust in the system, both of which are crucial for sustained excellence in leadership.
Proper job grading also has practical implications for school operations. When administrators are not officially recognized in their roles, their authority can be undermined. Staff may be less inclined to cooperate, and key decisions may be challenged or delayed due to perceived gaps in legitimacy. Ensuring that only teachers in appropriate job groups are assigned administrative roles—or that those already in such roles are elevated accordingly—helps maintain clear leadership structures. It supports discipline, staff coordination, and effective policy implementation at the school level.
An education system that rewards merit and leadership is one that retains talent. When teachers see a clear, fair path to leadership—and that such leadership is rewarded appropriately—they are more likely to stay in the profession and invest in their growth. Elevating administrators also serves as a motivating factor for younger teachers to pursue excellence and aspire to leadership roles. On the contrary, failure to recognize leadership discourages initiative. It suggests that stepping up leads to extra responsibility without reward, discouraging capable educators from taking on key roles. Over time, this weakens the leadership pipeline in schools, making it harder to cultivate the next generation of school managers.
Aligning roles with appropriate job groups is fundamentally a matter of fairness. Teachers expect that their service, experience, and performance will be fairly evaluated and rewarded. When this expectation is unmet—especially for those carrying administrative duties—the sense of inequity grows, undermining morale and trust in the employer. Moreover, TSC, as a constitutional body, has a duty to uphold labour standards and fair employment practices. Ensuring proper promotion and recognition aligns with both national labour laws and the ethical standards expected in public service. Addressing this issue is a necessary step toward restoring faith in the promotion and deployment system within the teaching profession.
The success of any school depends heavily on its leadership. When school administrators are empowered, motivated, and appropriately recognized, the positive effects ripple through the entire institution—benefiting teachers, learners, and communities alike. The Teachers Service Commission must, therefore, act with urgency and fairness. Elevating principals and other administrators to job groups that reflect their responsibilities—or ensuring that such roles are only assigned to those already in appropriate grades—is not just an administrative adjustment. It is a bold step toward strengthening professionalism, accountability, and justice in the education sector.
Leadership must not be a burden quietly carried. It should be a responsibility that is acknowledged, supported, and fairly rewarded. The future of Kenya’s education system depends on it.
By Hillary Muhalya
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