TSC has updated its scoring system for promotion interviews
The Teachers Service Commission (TSC) has updated its scoring system for promotion interviews to combat teacher stagnation and ensure that advancements are based on merit.
This new scoring system evaluates candidates based on various criteria, including stagnation, performance appraisal ratings (TPAD), age, participation in extracurricular activities like sports, drama, and music, as well as the availability of vacancies. It also takes into account 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 areas.
According to TSC, points are awarded to teachers who have taken on acting roles or performed administrative duties, such as principal, headteacher, deputy principal, and deputy headteacher. This information was shared in a submission to the National Assembly Education Committee, which is examining the promotion criteria following public concerns.
The Commission highlighted that the length of time spent in acting roles plays a significant role in the scoring process, with those who have served longer receiving more points. This is intended to recognize the responsibilities they managed during their acting periods.
Furthermore, teachers who have remained in the same job grade for an extended time receive higher scores compared to those who have spent less time in that grade, thereby acknowledging their commitment and dedication.
Teachers with higher TPAD scores also achieve better overall scores in the promotion assessment, ensuring that those who consistently perform well are duly recognized and rewarded.
In terms of age, older teachers score higher than their younger peers. For example, teachers aged 55 and above receive more points than those aged 50 to 54, who in turn score higher than those aged 45 to 49. This tiered scoring system values experience and maturity.
The TSC also assesses teachers’ involvement in extracurricular activities at various competitive levels. Teachers who have led students to international competitions in sports, drama, or music receive higher scores than those whose students have succeeded at the national level.
Promotion vacancies are allocated based on availability across different levels. The TSC prioritizes appointing female teachers as heads of girls’ schools to serve as role models while ensuring gender balance in co-educational institutions.
For PWDs, the Commission has established a policy to ensure at least five percent representation in each promotion cycle, in line with national disability inclusion guidelines. In the 2024/2025 financial year, TSC promoted 1,275 PWD teachers, representing 5.049 percent of the total promotions.
In ASAL and hard-to-staff regions, the TSC is implementing progressive promotions as outlined in clause 9.3 of the 2021–2025 Collective Bargaining Agreement (CBA).
