TSC revises Promotions’ Scoring System to Adress Teacher Stagnation

The Teachers Service Commission (TSC) has updated its promotion interview scoring system to combat teacher stagnation and ensure that promotions are based on merit.

This new scoring system evaluates candidates based on several criteria, including stagnation, performance appraisal ratings (TPAD), age, participation in extracurricular activities like sports, drama, and music, as well as the availability of vacancies. Additional factors include gender representation in school leadership, affirmative action for Persons with Disabilities (PWDs), and progressive promotions in arid and semi-arid lands (ASAL) and challenging-to-staff regions.

According to TSC, points are awarded to teachers who have taken on acting roles or administrative positions, such as principal, headteacher, deputy principal, and deputy headteacher. The duration spent in these acting roles significantly impacts the scoring, with those serving longer periods receiving more points, recognizing their increased responsibilities.

Furthermore, teachers who have remained in the same job grade for a longer time are given higher scores than those who have been in the grade for a shorter period, reflecting their commitment and dedication.

Teachers with higher TPAD scores also receive better overall scores in the promotion evaluation, ensuring that those who consistently perform well are duly recognized and rewarded.

Older teachers score higher than their younger colleagues, with those aged 55 and above receiving more points than those aged 50-54, who in turn score higher than those aged 45-49. This tiered scoring system values experience and maturity.

The TSC also assesses teachers’ involvement in extracurricular activities at various competitive levels, awarding higher scores to those who have led students to international competitions compared to those whose students have excelled at the national level.

Promotion vacancies are allocated based on availability at different levels. The TSC prioritizes appointing female teachers as heads of girls’ schools to serve as role models while maintaining gender balance in mixed schools.

For PWDs, the Commission has established a policy to ensure at least five percent representation in each promotion cycle, aligning with national disability inclusion frameworks. In the 2024/2025 financial year, TSC promoted 1,275 PWD teachers, representing 5.049 percent of the total.

In ASAL and hard-to-staff areas, the TSC is implementing progressive promotions as outlined in clause 9.3 of the 2021–2025 Collective Bargaining Agreement (CBA).