TSC Urges Principals to Assist, Not Punish, Teachers in Distress
The Teachers Service Commission (TSC) is encouraging school principals to offer support to teachers who are facing challenges, rather than immediately resorting to disciplinary measures. This appeal was made by Japhat Kariuki, the Nyanza Regional TSC Director, at a recent Kenya Secondary School Heads Association (KESSHA) conference held in Kisumu.
Kariuki underscored the importance of investigating the underlying issues affecting teachers, such as alcohol dependency or personal difficulties, before contemplating any formal action. Teachers frequently encounter social obstacles, including family disputes, that can impede their job performance. “When teachers are encountering hardships, they shouldn’t face condemnation; they ought to be assisted to regain their footing,” he asserted.
Cavin Anyuor, a TSC Legal Officer, pointed out that the power to suspend teachers lies with school heads, not the TSC. He recommended that principals ensure that any suspensions are grounded in serious and valid reasons, rather than trivial matters. For instance, there was a recent case where a headteacher penalized a Junior School teacher by taking away their chair.
TSC is motivating principals to participate in the Teacher Induction Mentorship and Coaching (TIMEC) program. This initiative aims to establish formal support systems such as induction, mentorship, and coaching, emphasizing both preventive and remedial measures in managing teachers.
Kariuki noted that numerous principals fail to adequately induct new teachers, causing them to feel bewildered. He called on school leaders to take responsibility for orienting new teachers to their roles, including familiarizing them with professional duties, laws, and procedures. This facilitates the development of emotional intelligence in teachers and promotes a positive institutional environment.
He also recommended that teachers struggling with classroom management might benefit from mentorship from seasoned colleagues. Additionally, principals should assist teachers in managing their work-life balance, particularly when family challenges occur.
Kariuki concluded by urging school heads to formalize coaching, ensuring that teachers continuously enhance their skills and achieve higher professional standards.
