The Kenya Primary School Heads Association national chairman Fuad Ali (centre), national secretary Irene Yiaile (left) and national vice chairman Meshack Roche during KEPSHA annual delegates conference on November 13, 2025.
The Kenya Primary Schools Heads Association (KEPSHA) and the Kenya National Union of Teachers (Knut) have rejected a proposed new administrative structure that they say would allow junior school (JS) teachers, most of them recent college graduates, to ‘supervise’ primary school head teachers.
The two groups have faulted the Teachers Service Commission (TSC) for planning to introduce an administrative hierarchy that positions junior school staff above or be at par with the more experienced primary school heads, calling the move unacceptable and unworkable.
This comes after TSC’s Director of Staffing, Ms Antonina Lentoijoni, revealed that the commission plans to establish a new management model for comprehensive schools, which will include a principal and two deputies—one in charge of primary and another overseeing junior school.
There are around 80,000 teachers deployed to teach in 20,000 junior schools. However, for close to three years, head teachers and junior school teachers have been squabbling.
“Until we put up structure legally, our head teachers are still helping us and they have guidelines on how to handle the situation. At the moment, they are still assisting us in handling junior school,” said Ms Lentoijoni.
But Kepsha national chairman Mr Fuad Ali dismissed the proposal, insisting that junior school teachers must respect the current leadership structure.
Kenya Primary School Heads Association (KEPSHA) national chairperson Fuad Ali speaks to the media ahead of the Annual Delegates Conference in Mombasa.
“We do not want politics in our schools. You either respect the administration of the day in the comprehensive schools or go and teach in senior school,” said Mr Ali, who is also the head teacher of Nairobi Comprehensive School.
He added that junior school teachers would be more suitable in senior schools.
“You can transit with Grade 9 learners to Senior School. Those are the only options—respect us or move to senior school,” he said.
Education Reforms
Knut Secretary-General Collins Oyuu echoed the sentiment, saying promotions cannot be based on recent qualifications alone.
“No one can be considered for promotion without looking at their experience and number of years in service. You cannot come from college yesterday and purport to be a deputy head of an institution. You cannot! It is basically your experience and qualifications. How long have you worked as a teacher and in which grade? Asked Mr Oyuu.
He added that historically, when they had Kenya Junior Secondary Examination, 0 level exams, and Higher Education exams (Form four and form five), the institutions—were always under one principal.
Kenya National Union of Teachers secretary general Collins Oyuu.
Mr Oyuu said promotions followed experience and seniority.
“TSC we are watchful. Promote those who have the length of service in teaching,” said the unionist.
TSC is currently reviewing staffing norms to align with recommendations from the Presidential Working Party on Education Reforms.
Ms Lentoijoni explained that the proposed structure will highlight whether the public schools will be headed by a principal, then perhaps two deputies—one in charge of primary school and another in charge of junior school.
"Whether it will be headed by a principal, then perhaps two deputies—one in charge of primary school and another in charge of junior school," she explained, hinting at a potential solution to end the ongoing tussle.
Meanwhile, TSC acting chief executive officer, Ms Evaleen Mitei acknowledged the heavy responsibilities head teachers now shoulder under the current school structure.
“The Commission recognises the enormity of your responsibilities—long working hours, balancing stakeholder interests, and being change managers and leaders,” said Ms Mitei.
Empower staff
Ms Mitei said the domiciling of Junior School within primary institutions has also introduced intergenerational dynamics.
However, to succeed in such a complex ecosystem, Ms Mitei urged the administrators to ensure the head teachers to consult in their leadership currency.
Ms Mitei said the era of “one person knows it all” is long gone as she called for inclusive decision-making.
She urged the administrators to adopt adaptive leadership, describing it as a flexible, collaborative, and learning-oriented approach suitable for the evolving education landscape.
Teachers Service Commission Acting CEO Evaleen Mitei.
“Adaptive leadership helps us see change not as a storm but as wind for our next adventurous sails. When people feel consulted, they own the process and defend the outcomes. Consultation and effective communication builds trust, transparency, and collective responsibility, which are the foundation of successful school leadership,” she said.
Ms Mitei noted that the merged school structure has created intergenerational staff teams—Baby Boomers, Millennials, and Gen Z—whose diverse work styles should be embraced rather than viewed as a source of conflict.
She encouraged school heads to modernise teaching approaches, embrace ICT, and support teachers through continuous capacity building.
Ms Mitei reminded school leaders that professionalism and ethical conduct remain central, guided by the TSC Act (2012) and the Code of Regulations for Teachers (2015).
She urged head teachers to empower staff, foster teamwork, and build school cultures grounded in creativity, resilience, consultation, and shared leadership, saying this is essential for the success of Competency-Based Education (CBE).
