A police officer ushers students out of their dormitory after a strike in the past.
For generations, teachers occupied a special place in Kenyan society. They were more than educators. They were counsellors, disciplinarians, mentors, role models and, in many cases, second parents.
In villages and towns across the country, teachers commanded immense respect. Their word carried authority both inside and outside the classroom. They shaped character, instilled values and helped mold responsible citizens.
Many went beyond their official duties. They paid school fees for needy learners, bought uniforms and stationery, provided meals and offered emotional support to children from troubled families. To many learners, teachers became the parents they never had.
A good teacher could transform a child's future. They could identify talent, redirect wayward behaviour and inspire learners to dream beyond their circumstances.
A male teacher during a lesson. Male principals are grappling with challenges that make their work unusually difficult.
Today, however, many teachers say that era is fading fast. Across social media platforms and staffroom conversations, a new slogan has emerged among teachers: "Teach and Go Home".
The phrase reflects a growing feeling among educators that their responsibilities should end once classroom lessons are over. Many now avoid involvement in discipline, counselling or parental role, fearing repercussions from parents, school administrators or government agencies.
The shift comes at a time when schools across the country are grappling with rising cases of indiscipline, student unrest and arson attacks, particularly in boarding schools.
While the abolition of corporal punishment and the strengthening of children's rights were intended to protect learners from abuse, some teachers argue that the reforms have gradually stripped them of the authority needed to maintain discipline and guide learners effectively.
One teacher in Mombasa, who requested anonymity for fear of victimisation, described an increasingly difficult teaching environment.
"I wish parents knew their children. Some students are involved in criminal gangs. If you grade them poorly, they can threaten you outside school. In some classes, attendance has dropped significantly because after registering for examinations, many students disappear and engage in illegal activities," the teacher of a public secondary school said.
"No longer safe"
The educator said many teachers no longer feel safe confronting indiscipline.
"We are dealing with learners who know the system protects them. Many teachers simply avoid confrontation because they fear becoming targets," added another teacher in Kisumu.
A teacher from Garissa echoed similar sentiments.
"Yes, we teach and go home. Nowadays many teachers do not care what happens after classes. Most do not even want to reside within school compounds. We teach and go home," the teacher said.
Another teacher from Nairobi described the school environment as increasingly hostile.
"Students can easily set you up and the system will often support them. Many teachers have decided that it is safer to teach and go home," the teacher said.
Another teacher revealed how his learners set him up with terrorists.
"TSC is aware of what is happening, why cant you ask them? We have terror marks in our bodies, you try disciplining a learner during the day at night terror reigns on you. You remember what happenned to our colleague who punished his learner, and he was murdered. Allow us to teach and go home," said a teacher in Garissa.
Kenya Secondary School Heads Association Chairperson Willie Kuria addressing journalists in Mombasa during the 2024 International Confederation of Principals World Convention in Mombasa on August 22, 2024.
The Kenya Secondary School Heads Association (Kessha) National Chairman, Mr Willie Kuria says many teachers have become reluctant to enforce discipline because they fear legal and professional consequences.
"Teachers these days are not interested in issues of punishment because most of the time they end up getting into trouble. Many simply go to class, teach and go home because there are so many restrictions on punishment. We are grappling with too many dont's" said Mr Kuria.
According to him, teachers have increasingly withdrawn from disciplinary matters following the abolition of corporal punishment and other traditional corrective measures.
"Any time you try to instill discipline, you find yourself on the wrong side of the law. Caning was abolished. Kneeling was abolished. There are so many restrictions that teachers are left with almost nothing. The only punishments remaining are minor tasks such as collecting litter or cleaning classrooms," he said.
Mr Kuria, who is also the principal of Murang'a High School, said the growing hesitation among teachers is also being fueled by aggressive reactions from some parents.
"Parents quickly accuse teachers of mistreating their children and threaten legal action. Such threats have become common. Increased awareness of children's rights has made many teachers hesitant to intervene," he said.
He argues that Boards of Management should be empowered to handle cases of serious indiscipline without external interference.
"If teachers know that a learner who repeatedly disobeys school rules will face consequences through the Board of Management, they will feel supported. However, when schools discipline learners and they are immediately readmitted through external pressure, the authority of schools is undermined," he said.
Mr Kuria believes schools should regain the ability to expel persistently indisciplined learners in accordance with the law.
For younger teachers entering the profession, the challenges extend beyond discipline.
Mr James Odhiambo, a Gen Z teacher, says the "Teach and Go Home" culture reflects broader frustrations within the profession.
"The slogan did not emerge in a vacuum. It reflects the changing realities teachers face today," he said.
According to him, teachers continue to carry enormous responsibilities but with declining support, recognition and authority.
"There was a time when teachers were highly respected as second parents, mentors, counsellors and community leaders. Many still strive to play those roles. However, increasing workloads, large class sizes, administrative demands, policy changes, legal concerns and declining societal respect for teachers have gradually narrowed the space within which teachers operate," he said.
Mr Odhiambo argues that the profession has increasingly become defined by paperwork, targets and performance indicators rather than meaningful interaction with learners.
"The rain started beating us when teaching ceased to be viewed primarily as a noble calling and increasingly became a profession judged mainly by targets, paperwork and examination results," he said.
He also criticised what many teachers view as excessive administrative requirements imposed by the Teachers Service Commission.
"Teachers are expected to prepare numerous professional documents and reports while still handling teaching responsibilities. Yet many feel their remuneration does not reflect the workload and expectations placed upon them," he said.
According to Mr Odhiambo, society has gradually transferred more responsibilities to schools while simultaneously reducing the authority teachers once enjoyed.
"Teachers are expected to solve social problems, mentor learners and produce academic results, yet they receive less support than before. Many feel abandoned," he said.
Students walk on the streets of Kakamega town on September 2, 2024 as the teachers' strike entered the second week.
Despite the frustrations, he insists that teachers continue to shape lives every day.
"The difference is that they now do so under more challenging circumstances. Rather than asking why teachers have stopped being second parents, perhaps we should ask what support, respect, professional autonomy and fair remuneration teachers need in order to continue playing that vital role," he said.
For many educators, the issue is no longer whether they care about learners, but whether the system still allows them to play the broader role they once did. A senior Teachers Service Commission (TSC) official, who requested anonymity, told Nation that Kenya is paying the price for wider societal problems.
“We have seen elected leaders, especially MPs, attacking teachers in full glare of learners. What do you expect minors to do? Where are they copying these behaviours from? What should TSC do?” the official posed.
Increasingly, teachers are retreating into their 8-to-5 jobs, focusing strictly on academics and leaving behind the mentorship and discipline roles that once defined their profession.
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