P1 Teachers Opt for Transfers Instead of Promotion to JSS
P1 Teachers Opt for Transfers Instead of Promotion to JSS. There are 60,000 teachers at primary schools that do not want to work in junior high or high school.
Although Teachers Service Commission has employed 30,000 instructors in Junior Secondary Schools (JSS), some regions of the nation are having difficulty filling teaching positions.
Only 8,367 primary school teachers had relocated to work in the newly opened junior secondary schools, according to a TSC document.
This is despite the fact that 68,671 primary school instructors are licenced to instruct junior high students.
A diploma in education is the prerequisite for deployment to JSS.
There are 2,047 teachers in Kenya who have earned master’s and doctoral degrees, according to data from the National Bureau of Statistics of Kenya.
According to TSC’s explanation in the document, it had been noticed that primary school instructors were reluctant to shift to junior secondary schools because the new positions offered few to no advantages.
The document is a portion of the National Assembly Committee on Education’s answers to the teachers’ employer dated July 11.
According to the document, “Our analysis has revealed that a sizable number of teachers beyond the grade of C2, particularly deputies and headteachers of primary schools, did not apply for deployment to Junior Secondary School since they are already in higher job groups as there was no additional motivation.”
In response, Collins Oyuu, secretary general of the Kenya National Union of Teachers, noted that while junior high appears to be a step up in terms of subject matter and workload, the same cannot be true when it comes to paying teachers.
Oyuu contends that the roles are undesirable since there is no compensation to represent the difficulty of managing junior high school.
English, mathematics, pre-technical studies, kiswahili, integrated science, social studies, business studies, agriculture, religion, health education, sports and physical education, and life skills education are the 12 disciplines that must be taken by all junior high school students.
“If a teacher will earn the same amount of money they do but get a heavier workload and teach a more complex level, they would rather not move,” said Oyuu.
However, there is a chance for that for any teacher ready to make the transition to junior school.
According to TSC, the portal for teachers desiring to transfer from elementary to secondary schools is now open, and recruiting will continue as usual.
“The portal for application for deployment to Junior School is still vacant and teachers who acquire the necessary qualifications are free to apply and be deployed on a continuous basis,” the paper states.
As of now, 9,000 permanent and pensionable instructors as well as 21,365 internship candidates have been hired to teach at junior high schools.
This indicates that there are roughly 30,365 instructors employed by state-owned junior secondary schools nationwide.
Since there are just over 23,000 primary schools, at least one tutor was allocated to the junior school section of each school.
However, during the recruitment process, 185 teaching vacancies in Mandera, Wajir, and Garissa went unfilled. Even after a second advertisement, no candidates were received by the areas.
The implementation of CBC suffers as a result, and the disparity gap created by the new educational system is widened. According to TSC, another difficulty in hiring junior secondary school instructors was that some educators were hesitant to accept teaching internship positions in particular locales due to the size of the stipend.
According to the document, “to address this, the commission has endeavoured to retain these teachers in their preferred sub-county where vacancies exist so as to reduce relocation expenses.”
TSC bemoans the insufficient funding allocated for the hiring of qualified teachers.
According to TSC estimates, there are currently 70,430 teachers needed to staff Junior Secondary Schools.
This indicates that there is now a 40,000 teacher shortage in the institutions.
There is an urgent need for additional teachers in English, Mathematics, pre-technical education (8,385), Kiswahili, and integrated science (6,708).
Kenya Sign Language requires only 91 tutors, which is the smallest number of teachers required.
There is a demand for (5,031) tutors in agriculture, social studies, business studies, and electives.
There will be a requirement for 3,354 teachers in the fields of health, religion, and physical education.
There will be a need for 1,677 teachers for life skills education.
The training of teachers in new learning areas, including as performing arts and technical topics, was not done and remained a critical area of concern, according to a report by the Presidential Working Party on Education Reforms.