Reason Behind TSC Teachers Boycotting Administrative Promotions

Reason Behind TSC Teachers Boycotting Administrative Promotions

Reason Behind TSC Teachers Boycotting Administrative Promotions. It is astounding that, despite more than six months of advertising and re-promotion, the Teachers Service Commission (TSC) has not effectively filled more than 1,001 administrative openings in the teaching force.

Among the positions in various institutions are Chief Principals, Principals, Deputy Principals, Headteachers, Deputy Headteachers, Senior Masters, and Senior Teachers.

In the past, teachers hurried to fill these openings, but that hasn’t happened lately. The answer to the question of why teachers are showing less interest in pursuing managerial positions in schools is simple.

Teaching has largely lost its appeal as a result of the infamous delocalization campaign, which left a trail of shattered families, fatalities, and unhappiness in its wake. The possibility of losing everything they value most has caused teachers to question if their work is worthwhile.

According to Mr. Omboko Milemba, Chairman of the Kenya Union of Post-Primary Education (KUPPET), teachers may not have the required credentials, thus they decide not to apply for promotions.

But looking at just one side of the coin is fundamentally meaningless. Because they have been in the same job for so long and have refused requests to be promoted, the majority of teachers, especially those who have been in the profession for a long period, are actually completely unmotivated.

Headteachers and other administrators face a number of challenges, such as a tremendous workload, strict deadlines, adjusting to the always changing dynamics of education, and inadequate working conditions that have even caused some of them to commit suicide.

Despite the fact that they also teach in the classroom, they have to go to a number of meetings that are hosted by different stakeholders.

There are instances where operations must continue even while the school account is empty. In these cases, the heads must borrow money from their own pockets, and the money is often never reimbursed.

Even when capitation grants for schools were instituted in 2003, inflation still has a significant negative impact on education, albeit the amount distributed remains the same.

Additionally, the blame and harsh condemnation are generally aimed at the school administrators whenever it is essential to point fingers when something goes wrong at a particular school.

The systems that administrators use to operate schools are harmed by some Boards of Management (BoMs)’ ethnocentric understanding of how institutions should be run. Teachers steer clear of running schools in less globalized areas due of the challenges involved.

Another issue is that some parents don’t participate in many school-related events, which is very disappointing to the administration. Examples include neglecting to pay school fees and other required levies or skipping meetings without being asked.

Students performing poorly on national tests, drug usage, crammed classrooms, absenteeism, a teacher shortage, and a lack of proper learning and teaching resources are additional barriers to taking on administrative responsibilities.

Additionally, because of their low morale, negative attitudes, and incompetence, the community will occasionally plant informants among the support staff when a school gets a new principal.

Managing teachers can be challenging due to issues including disobedience, a lack of cooperation, incompetence, absenteeism, and the association-with-power-brokers syndrome.

It is also incredibly annoying and incomprehensible that a teacher’s former pupil goes on to earn nearly twice the teacher’s salary as his supervisor after graduating.

The majority of educators may not actively pursue administrative positions since they wish to feel at ease.