The Teachers Service Commission (TSC) is seeking fresh powers in changes that are aimed to expand its administrative and disciplinary powers through draft amendments to the Teachers Service Commission Act.

The changes aim to strengthen discipline and professionalism within the teaching service with conduct of teachers taking centre stage.

The proposed Bill seeks to tighten entry requirements for teaching courses, reinforce the registration and employment framework for teachers and align the commission’s disciplinary measures with national laws.

Under the amendments, TSC would have the power to suspend or deregister teachers found guilty of professional misconduct.

An internal review committee would hear appeals before cases proceed to court.

The draft Bill also introduces new offences, including sexual exploitation of learners, and broadens the definition of serious offences to include acts that “grossly offend public policy and interest”.

The commission presented the draft amendments to the Committee on Education on 4 February in Naivasha.

The committee, chaired by Julius Melly, raised concerns about the wide-ranging changes, noting that they affect nearly every section of the existing Act.

“If the amendments touch on all provisions, why not repeal the entire Act and start afresh?” asked Mandera South MP Abdul Haro.

A TSC representative said the commission opted for amendments rather than repeal to preserve institutional continuity.

TSC legal director Cavin Anyuor added that the draft Bill was prepared under the guidance of the Attorney General’s office to ensure alignment with the constitution and current administrative practices.

The proposal would empower TSC to decentralise its functions through zonal offices, establish new directorates and create an Institute of Teacher Support and Professional Development (ITSPD) to oversee continuous teacher training.

The model is based on the Kenya School of Government, which provides capacity development programmes for public service officers.

The Bill also proposes expanding the definition of ‘institutional administrator’ to include heads of schools, deputy principals, registrars, deans, senior teachers and other administrative staff.

Committee members sought clarification on structure and implementation.

Moiben MP Phylis Bartoo asked whether junior secondary schools would have separate deputies or remain under a single principal.

Junior school teachers (Grades 7–9) have previously staged demonstrations demanding autonomy from primary schools.

They cite the need for independent administration, separate management and improved infrastructure. They argue that being managed by primary school heads, who often lack secondary-level qualifications, undermines professionalism and the effective implementation of the Competency-Based Education.

On the proposed decentralisation of TSC offices, Lugari MP Nabii Nabwera questioned the feasibility of establishing mandatory zonal offices given the financial implications.

The commission currently has no budget allocation for offices in all the more than 400 subcounties.

“What if there are no funds to establish an office in every zone?” Nabwera asked.

The commission also faced questions on disciplinary procedures and coordination with the Ministry of Education.

“Section 35 places disciplinary control with TSC. How will this converge with ministry directives, and what happens when a teacher disobeys?” asked Teso South Mary Emaase.

Tough times ahead as TSC seeks more disciplinary powers

The Teachers Service Commission (TSC) is seeking fresh powers in changes that are aimed to expand its administrative and disciplinary powers through draft amendments to the Teachers Service Commission Act.

The changes aim to strengthen discipline and professionalism within the teaching service with conduct of teachers taking centre stage.

The proposed Bill seeks to tighten entry requirements for teaching courses, reinforce the registration and employment framework for teachers and align the commission’s disciplinary measures with national laws.

Under the amendments, TSC would have the power to suspend or deregister teachers found guilty of professional misconduct.

An internal review committee would hear appeals before cases proceed to court.

The draft Bill also introduces new offences, including sexual exploitation of learners, and broadens the definition of serious offences to include acts that “grossly offend public policy and interest”.

The commission presented the draft amendments to the Committee on Education on 4 February in Naivasha.

The committee, chaired by Julius Melly, raised concerns about the wide-ranging changes, noting that they affect nearly every section of the existing Act.

“If the amendments touch on all provisions, why not repeal the entire Act and start afresh?” asked Mandera South MP Abdul Haro.

A TSC representative said the commission opted for amendments rather than repeal to preserve institutional continuity.

TSC legal director Cavin Anyuor added that the draft Bill was prepared under the guidance of the Attorney General’s office to ensure alignment with the constitution and current administrative practices.

The proposal would empower TSC to decentralise its functions through zonal offices, establish new directorates and create an Institute of Teacher Support and Professional Development (ITSPD) to oversee continuous teacher training.

The model is based on the Kenya School of Government, which provides capacity development programmes for public service officers.

The Bill also proposes expanding the definition of ‘institutional administrator’ to include heads of schools, deputy principals, registrars, deans, senior teachers and other administrative staff.

Committee members sought clarification on structure and implementation.

Moiben MP Phylis Bartoo asked whether junior secondary schools would have separate deputies or remain under a single principal.

Junior school teachers (Grades 7–9) have previously staged demonstrations demanding autonomy from primary schools.

They cite the need for independent administration, separate management and improved infrastructure. They argue that being managed by primary school heads, who often lack secondary-level qualifications, undermines professionalism and the effective implementation of the Competency-Based Education.

On the proposed decentralisation of TSC offices, Lugari MP Nabii Nabwera questioned the feasibility of establishing mandatory zonal offices given the financial implications.

The commission currently has no budget allocation for offices in all the more than 400 subcounties.

“What if there are no funds to establish an office in every zone?” Nabwera asked.

The commission also faced questions on disciplinary procedures and coordination with the Ministry of Education.

“Section 35 places disciplinary control with TSC. How will this converge with ministry directives, and what happens when a teacher disobeys?” asked Teso South Mary Emaase.