TSC Encourages Principals to Assist, Not Punish, Teachers in Difficulty
The Teachers Service Commission (TSC) is calling on school principals to provide support to teachers who are having difficulties, rather than resorting to disciplinary measures right away. This request was made by Japhat Kariuki, the Nyanza Regional TSC Director, at a recent Kenya Secondary School Heads Association (KESSHA) conference held in Kisumu.
Kariuki emphasized the importance of exploring the underlying issues affecting teachers, such as alcohol use or personal challenges, prior to taking any formal action. Teachers frequently encounter social obstacles, like family disputes, that can impede their performance. “When teachers encounter difficulties, they should not be condemned; they should be assisted to return to their former selves,” he stated.
Cavin Anyuor, a TSC Legal Officer, pointed out that the power to suspend teachers is primarily with school heads, not the TSC. He encouraged principals to ensure that any suspensions are founded on serious and valid reasons, rather than minor concerns. For instance, there was a recent case where a headteacher reprimanded a Junior School teacher by removing their chair.
TSC is urging principals to engage in the Teacher Induction Mentorship and Coaching (TIMEC) program. This program seeks to formalize support structures like induction, mentorship, and coaching, with a focus on both preventive and corrective strategies for managing teachers.
Kariuki observed that many principals fail to adequately induct new teachers, resulting in feelings of confusion. He called on school leaders to take responsibility for orienting new teachers to their roles, including understanding professional responsibilities, regulations, and processes. This aids teachers in building emotional intelligence and nurturing a positive institutional environment.
He also recommended that teachers having difficulties with classroom management might gain from mentorship by seasoned colleagues. In addition, principals should assist teachers in finding a balance between their work and personal lives, particularly when family matters surface.
Kariuki concluded by challenging school heads to establish coaching as a norm, ensuring that teachers consistently enhance their skills and attain higher professional standards.
