TSC Directs Appointment of JSS Teachers as Acting Deputy Principals
The Teachers Service Commission (TSC) has issued a directive that could mark the beginning of greater independence for Junior Secondary Schools (JSS) in Kenya. In a move welcomed by thousands of JSS tutors, the Commission has ordered that one JSS teacher in every school be appointed to serve as an Acting Deputy Principal for the junior school section.
This order has been communicated through County and Sub-County Directors, who are required to ensure compliance by forwarding the names of the selected teachers to TSC headquarters. The decision is seen as a significant step towards strengthening the administrative autonomy of junior schools, which are currently hosted within primary school compounds.
Who Qualifies for Appointment?
According to TSC, only teachers employed on a permanent and pensionable (PnP) basis will qualify to take up the role of Acting Deputy Principal. This excludes interns and teachers on contract terms, narrowing eligibility to established JSS staff.
At the moment, primary school headteachers continue to act as Principals of junior schools under a one-year contract running from 1st January to 31st December 2025. However, the latest directive is intended to ensure that junior school sections have their own designated administrators at deputy level.
Why the Move Matters
The directive comes after persistent calls by JSS teachers to be granted autonomy from primary school administration. Many junior school tutors have expressed frustration over what they term as mismanagement, high-handedness, and lack of understanding of JSS needs by primary school headteachers.
In some cases, disputes between JSS teachers and school administrators have spilled over into the offices of Curriculum Support Officers (CSOs) and Sub-County Directors, with teachers being accused of violating the Code of Conduct for Teachers. JSS teachers, however, argue that such accusations are mere attempts to intimidate them into silence when they question poor management practices.
By introducing acting deputy principals drawn from JSS staff, TSC hopes to ease these tensions and strengthen leadership within junior schools.
The Debate on JSS Autonomy
The issue of whether JSS should remain under primary school management or operate as independent institutions continues to divide stakeholders.
- The Presidential Working Party on Education Reforms (PWPER) had proposed the creation of Comprehensive Schools that combine nursery, primary, and junior levels under one management.
- However, this proposal has not been officially adopted, and the Ministry of Education has repeatedly warned schools against using the term “Comprehensive School.”
One of the major concerns holding back full autonomy is the cost implication. Establishing JSS as fully independent institutions would require new infrastructure, administrative staff, and additional funding. With the government already struggling to meet debt obligations and fund other priority programs, this remains a stumbling block.
Teachers and Unions Weigh In
The Kenya Association of Junior School Teachers (KAJST), supported by Kuppet and more than 50,000 JSS tutors, has been vocal in demanding that junior schools be granted administrative independence. They argue that the current structure undermines professional growth and career progression for JSS teachers.
“How can a headteacher, deputy head teacher, or senior teacher—who do not even qualify to teach in junior school—supervise JSS teachers?” asked KAJST chairperson James Odhiambo.
He further noted that many primary school administrators lack the qualifications and training needed to understand the unique needs of junior school learners and teachers.
Kuppet Deputy Secretary-General Moses Nthurima also criticized the “comprehensive school” model, calling it legally unsupported.
“Kenyan education law only recognizes pre-primary, primary, secondary, and tertiary levels. So, where is the ministry getting the term ‘comprehensive school’? Under CBC, junior school should be part of high school—or at least function distinctly from primary,” he said.
Nthurima stressed that JSS should have independent management and be staffed exclusively by teachers trained for secondary education.
KNUT’s Different Stand
On the other hand, the Kenya National Union of Teachers (KNUT), through its Secretary-General Collins Oyuu, has opposed the push for JSS autonomy. Oyuu argued that many primary school headteachers already hold graduate qualifications and extensive leadership experience, making them suitable administrators.
“Do you know that 90 per cent of our headteachers are graduates? Many were graduates long before some of these teachers even entered the profession. Leadership is not just about qualifications; experience matters,” Oyuu said.
He dismissed the push for independence as unnecessary activism, urging JSS teachers to respect the findings of the Presidential task force, which recognized two key divisions in Basic Education: Comprehensive School (Grades 1–9) and Senior School (Grades 10–12).
The Road Ahead
Despite resistance, JSS teachers insist they will continue lobbying for autonomy. KAJST has vowed to engage policymakers, education stakeholders, and the public until junior schools are recognized as a distinct tier in the education system.
The latest TSC directive appointing JSS teachers as Acting Deputy Principals may not grant full independence yet, but it is viewed as a milestone step in the right direction. By giving JSS tutors leadership roles, the Commission acknowledges their professional competence and lays the foundation for stronger administrative structures in the future.
Key Takeaway: The appointment of JSS teachers as Acting Deputy Principals signals growing recognition of the need for administrative autonomy in junior schools. While debates on independence versus comprehensive school models continue, this move boosts teacher morale and strengthens leadership within JSS.
Join Our Whatsapp Channels:
