Primary School Teachers Demand Recognition For JSS Deployment Amid TSC’s Stringent Criteria

A growing number of primary school teachers in Kenya are calling on the Teachers Service Commission (TSC) to reconsider its criteria for deployment to Junior Secondary School (JSS) teaching positions.

These teachers, many of whom have invested heavily in their academic advancement by attaining diplomas and degree qualifications, are now expressing frustration over what they describe as exclusionary and demoralizing deployment standards.

In a bid to address the severe teacher shortage in junior secondary schools across the country, the TSC recently initiated a fresh round of deployment exercises targeting qualified Primary Teacher Education (PTE) instructors. The Commission’s objective is to fill vacant positions in Grade 7, 8, and 9 classes, which fall under the new Competency-Based Curriculum (CBC).

However, this deployment exercise has faced criticism over the strict qualifications required. According to the current guidelines, for a primary school teacher to qualify for promotion and deployment to teach in JSS, they must:

1. Hold a Bachelor’s Degree in Education (Secondary option)
2. Have attained a minimum grade of C+ in the Kenya Certificate of Secondary Education (KCSE)
3. Possess at least a C+ in two teaching subjects

This strict requirement has been termed “unrealistic” by many teachers who, although possessing relevant qualifications, fall short due to variations in their KCSE grades or the nature of their degrees.

A number of teachers have found themselves locked out of the JSS deployment despite holding advanced academic certificates.

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Among the categories affected are: Teachers with a Degree in Secondary Education with a C+ in two teaching subjects but only a C plain in KCSE, Teachers who pursued a Degree in Primary Education despite having a C+ and above in KCSE, Holders of Diploma certificates in Early Childhood Development Education (ECDE)

These teachers argue that they pursued further studies under the belief that the Commission would recognize their academic progression. Many say they spent upwards of Ksh 300,000 on school fees and related costs, only to be told that their qualifications are now ineligible for promotion.

Historically, TSC had a practice of recognizing and promoting teachers automatically upon completion and submission of higher education certificates. Under the old Schemes of Service (SoS), teachers who advanced academically were issued acknowledgment letters and subsequently received new job groups, salary increments, and elevated responsibilities.

However, this changed in January 2014 when the TSC abolished the SoS system and adopted the Career Progression Guidelines (CPG). The CPG eliminated automatic promotions, introducing a performance-based model that included tools like the Teacher Performance Appraisal and Development (TPAD) system.

The shift has resulted in widespread job stagnation, particularly among experienced teachers who feel sidelined by the new standards.

TSC CEO Dr. Nancy Macharia has defended the new approach, stating that promotion will now be based more on professional growth, performance, and compliance with teacher appraisal frameworks rather than solely on academic credentials.

In an attempt to address promotion grievances, the Commission has announced plans to roll out the Teacher Professional Development (TPD) programme in December.

The initiative is expected to form part of the criteria for evaluating teachers’ suitability for promotions in future deployment exercises. However, this too has been met with skepticism, with many teachers questioning its effectiveness and fairness.

So far, the TSC has shortlisted over 3,000 primary school teachers for document verification as part of the ongoing JSS deployment. The online application portal, which opened on January 13, had called for 6,000 applications from qualified P1 teachers, but only 3,693 teachers submitted applications—a clear indication of how many potential applicants are discouraged or ineligible under current requirements.

The deployment of P1 teachers is part of TSC’s broader plan to combat teacher shortages in junior secondary schools, which remains a critical concern. According to recent figures from the Commission:

The total number of teachers needed to handle Grades 7, 8, and 9 is 149,350. Currently, 76,928 teachers have been employed to serve in junior secondary schools.

This includes 48,550 teachers on permanent and pensionable terms, 8,378 P1 teachers deployed in 2023 and 2024, and 20,000 intern teachers hired in January 2025 through a government-funded programme supported by a Ksh 4.8 billion allocation.

Despite these efforts, TSC notes that there is still a deficit of 72,422 teachers in JSS alone. The shortage across junior and senior secondary levels is projected to rise to 98,261 by next year if recruitment does not keep pace.

As the TSC moves forward with vetting and deployment processes, pressure continues to mount from teachers’ unions and education stakeholders who are urging the Commission to adopt a more inclusive approach. Many are calling for the reinstatement of academic recognition policies and a reevaluation of deployment criteria that better reflect the diverse qualifications held by primary school teachers.

The outcome of these ongoing discussions will significantly shape the future of Kenya’s Competency-Based Curriculum rollout and could determine the morale and motivation of thousands of teachers serving in primary schools across the country.

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