TSC Urges Principals to Assist Rather Than Discipline Teachers in Distress
The Teachers Service Commission (TSC) is calling on school principals to provide support to teachers who are facing difficulties, rather than resorting to disciplinary measures. This message was conveyed by Japhat Kariuki, the Nyanza Regional TSC Director, during a recent conference of the Kenya Secondary School Heads Association (KESSHA) in Kisumu.
Kariuki emphasized the importance of understanding the underlying issues affecting teachers, such as alcohol dependency or personal challenges, before taking any formal action. He noted that teachers often encounter social difficulties, including family disputes, which can impact their job performance.
“When teachers are experiencing hardships, they should not be judged; instead, they should receive support to help them recover,” he stated.
Cavin Anyuor, a TSC Legal Officer, clarified that the authority to suspend teachers lies with school principals, not the TSC. He advised that any suspensions should be based on serious and valid reasons, rather than minor issues. He cited a recent case where a headteacher punished a Junior School teacher by taking away their chair.
The TSC is encouraging principals to participate in the Teacher Induction Mentorship and Coaching (TIMEC) program, which aims to establish formal support systems for induction, mentorship, and coaching, focusing on both preventive and corrective strategies for managing teachers.
Kariuki noted that many principals do not adequately induct new teachers, leaving them feeling disoriented. He urged school leaders to take responsibility for guiding new teachers in understanding their professional roles, relevant laws, and procedures, which can help them develop emotional intelligence and promote a positive school culture.
He also suggested that teachers struggling with classroom management could benefit from mentorship from more experienced colleagues. Additionally, principals should assist teachers in balancing their professional and personal lives, particularly when family issues arise.
Kariuki concluded by challenging school leaders to institutionalize coaching, ensuring that teachers continuously enhance their skills and achieve higher professional standards.
