TSC advises School Principals against the interdiction of teachers in need of assistance.
The Teachers Service Commission (TSC) has requested that school leaders pay greater attention to teachers and aid them in addressing their issues whenever feasible, rather than hastily advocating for their interdiction.
During the closing ceremony of the Migori County Conference of the Kenya Secondary School Heads Association (KESSHA) in Kisumu, Nyanza Regional TSC Director Japhat Kariuki encouraged the principals to exercise caution when formulating charges for the interdiction of teachers who require support.
“We have been making an error by continuously placing blame on teachers, particularly those struggling with alcohol and other substances. There is a prevailing sentiment that they have become unfit to teach. As principals, it is essential to understand the underlying issues faced by these teachers instead of hastily pursuing their interdiction,” remarked Kariuki.
He indicated that teachers also confront social challenges such as familial conflicts and disagreements, which often significantly affect their performance in educational institutions.
For instance, when a marriage deteriorates, the affected teachers typically do not remain unchanged, he noted. Such teachers require psycho-social support, and advocating for their interdiction only exacerbates the situation and is a cruel action.
“When teachers face difficulties, rather than being condemned, they should be supported to regain their footing,” he asserted.
According to TSC Legal Officer Cavin Anyuor, the responsibility for the interdiction of teachers lies with the school heads.
“It is not the TSC that integrates teachers. It is you (Principals) who identify the issues and submit them to the board of management,” remarked Anyuor.
In a similar vein, Anyuor encouraged the heads to ensure that only significant matters are utilized as grounds for interdiction.
“As you wield this authority, let us act judiciously and procedurally, refraining from engaging in trivial debates,” said Anyuor, citing an instance where a head teacher recently denied a Junior School teacher a plastic chair on the basis that the teacher should sit beneath a tree.
As a sustainable methodology for teacher management, the TSC Regional Director articulated that school heads must enhance their knowledge concerning Teacher Induction, Mentorship, and Coaching (TIMEC).
“The overarching goal of TIMEC is to establish teacher support initiatives, including induction, mentorship, and coaching within the educational service. TIMEC is driven by the imperative to adopt both preventive and corrective strategies in managing a teacher’s professional conduct and performance,” stated Kariuki.
The regional chief observed that many principals tend to neglect the proper induction of new teachers, resulting in numerous individuals becoming disoriented.
“When a new teacher arrives, many of you typically invite the deputy to accompany them under the pretext that you are occupied and departing for a meeting. Once you exit the school’s gate, the deputy subsequently transfers the new teacher to the head of department… Ultimately, they proceed to the staffroom, absorb information organically, and conclude feeling disoriented,” remarked Kariuki.
He underscored that school leaders hold a responsibility to acquaint the inductee with professional duties, pertinent laws and regulations, as well as processes and procedures within the teaching profession.
Inductions ensure that educators cultivate emotional intelligence, establish a sustainable institutional culture, and enhance interpersonal relationships and skills, among other considerations. Kariuki humorously indicated that instructors whose students doze off in class ought to receive mentorship from a more seasoned colleague regarding exemplary practices.
“Such an educator should receive guidance on optimal classroom management techniques. How is it possible to enter a classroom and persist in teaching as though nothing is amiss while nearly all students are asleep? ” inquired Kariuki.
School leaders and other senior faculty members in the institution should likewise mentor their junior counterparts on how to achieve a balance between professional responsibilities and personal life, as many are increasingly confronting familial difficulties, he added.
Moreover, Kariuki urged the principals to institutionalize coaching to ensure that skills are refined for the achievement of quality outcomes.
“Teachers who have been instructing but have never attained an A should be coached to enhance the value of their professional contributions,” he stated.
He further emphasized that TIMEC pertains predominantly to comprehending human behavior, instructing individuals precisely on what actions to undertake, and establishing an environment where they can refine their skills.
