TSC Unveils New Promotions Scoring System To End Years
Big Win for Classroom Teachers in Kenya’s Public Schools
The Teachers Service Commission (TSC) has rolled out a revamped and more inclusive promotions scoring system aimed at addressing the long-standing issue of teacher job stagnation in Kenya. This new policy is seen as a game-changer, particularly for classroom teachers who have remained in the same job group for years despite meeting qualifications and consistently delivering results.
Acting TSC CEO, Eveleen Mitei, announced the sweeping changes during a recent education stakeholders meeting, reaffirming the Commission’s commitment to fairness, transparency, and motivation within the teaching profession. The new scoring system is expected to benefit thousands of teachers who had previously been overlooked in promotions despite meeting the necessary requirements.
Why TSC Has Updated Its Promotion Criteria
For many years, a significant number of Kenyan teachers have lamented the lack of a clear career progression pathway. Numerous teachers, especially those in hardship areas, have served for more than a decade in the same job group, with limited or no opportunities for promotion. This stagnation has not only affected teacher morale but also the quality of education in underserved regions.
To solve this, TSC has introduced a standardized and merit-based promotions scoring system that takes into account a teacher’s service duration, classroom performance, leadership experience, age, extracurricular contributions, and regional considerations.
Breakdown of Key Changes in the New TSC Promotion Framework
1. Stagnation Period Now Earns Extra Points
Teachers who have been stuck in one job group for an extended time will now be rewarded with more points during promotion evaluations. This move is designed to encourage long-serving educators and acknowledge their loyalty and consistency, especially those who have served in hardship or remote areas without career mobility.
2. TPAD Performance Scores Now Hold More Weight
The Teacher Performance Appraisal and Development (TPAD) system will now play a pivotal role in determining who gets promoted. Teachers with consistently high TPAD scores will enjoy better promotion prospects. This ensures that actual performance in the classroom is prioritized over paper qualifications alone.
3. Age and Experience Included in the Scoring Matrix
The scoring system now factors in age as a measure of experience and maturity. Teachers aged 55 and above will receive the highest marks in this category, followed by those in the 50–54 and 45–49 brackets. The aim is to recognize teachers who have dedicated decades of their lives to the profession.
4. Recognition for Acting Positions
Educators who have served in acting capacities—such as acting principals, deputy principals, and headteachers—will earn additional points. Longer tenures in such roles will be given higher scores, providing long-overdue recognition to those who’ve shouldered administrative duties without official confirmation.
5. Co-Curricular Contributions Count
Teachers who have guided students in extracurricular activities like sports, music, and drama—especially those who reach national or international levels—will receive bonus points. This move recognizes that education extends beyond academics and values talent development.
Promotion in Special Contexts: A More Inclusive System
6. Vacancy-Driven Promotions Still Apply
Although performance and experience are key, TSC clarified that promotions are still subject to the availability of vacancies. A deserving teacher must still wait for a corresponding slot to be available in their school or region.
7. Gender Equity in Leadership
The new system promotes gender balance by prioritizing female teachers for leadership roles in girls’ schools and ensuring balanced leadership in mixed schools. This not only supports equity but also empowers students through role modeling.
8. Affirmative Action for Persons with Disabilities (PWDs)
In line with national disability inclusion policies, TSC has allocated at least 5% of all promotion slots to teachers living with disabilities. In the 2024/2025 cycle, 1,275 PWD teachers were promoted, setting a precedent for inclusive education reforms.
9. Boost for Teachers in ASAL and Remote Areas
Teachers working in Arid and Semi-Arid Lands (ASAL) and hard-to-staff regions will benefit from progressive promotion mechanisms as outlined in the 2021–2025 Collective Bargaining Agreement (CBA). These efforts are meant to reward educators working under challenging conditions.
Broad Implications of the New Scoring System
The revised system marks a significant shift from a rigid, academic qualification-based model to a holistic, performance-oriented, and inclusive evaluation framework. It also boosts transparency, accountability, and motivation in a profession plagued by uncertainty and favoritism in past promotion cycles.
For teachers, this update means a more visible and attainable career trajectory. For students and parents, it means more motivated, recognized, and committed educators in the classroom.
Remaining Challenges
Despite the positive developments, some educators remain cautious. Questions have been raised about how consistent TPAD assessments are across counties, and whether favoritism or regional disparities will continue to influence decisions behind the scenes. Others worry that vacancies will not match the growing number of eligible teachers, leading to renewed frustrations.
TSC will need to ensure transparency by publishing scorecards, providing detailed feedback, and launching awareness campaigns to inform teachers of how the system works.
Conclusion
The TSC’s revised promotions scoring system represents a bold and long-awaited shift toward fairness, equity, and recognition for Kenya’s educators. If implemented effectively, it promises to end the cycle of stagnation, restore confidence in the teaching profession, and improve education quality across the country.
As the 2025/2026 financial year unfolds, all eyes will be on TSC to deliver on its promise of reform and justice for teachers who have waited too long for progress.
