The Teachers Service Commission (TSC) is concluding the interview outcomes for teachers interviewed for promotions in February. The interviews were conducted between the 8th and 19th of February, 2021 at designated TSC County offices across the country.
32,431 shortlisted and interviewed teachers are jostling for the 15,226 open vacancies. TSC is targeting to employ 1,341 Deputy Principals I and 1,096 Deputy Principals II.
Solid competition for the 6,680 open vacancies for teachers in grade C3 (Previously L) is yet to be witnessed. Successful competitors will be advanced to grade C4 (Senior Master IV) which is the entry grade to the administrative ranks in Post Primary Schools.
Reliable sources indicate the commission’s County Directors have already submitted their merit lists to the head office for compiling and the results are expected any time soon.
The final list had a high number of applicants from Kiambu, Kisii and Kakamega Counties with a total of 4,878 while ten counties had no applicants in the final list of shortlisted candidates.
The ten counties are Lamu, Kilifi, Laikipia, Meru, Mombasa, Marsabet, Garissa, Mandera, Nairobi and Uasin Gishu. The Commission was highly criticized for applying a marking scheme that favoured teachers in well-performing schools.
For example, teachers with a low mean score in the last 3 years were poorly rated throughout the interviews. The highest marks for a teacher with a mean of 11 (A- minus) and above was placed at 20.
This was different from a teacher with a mean of below 2 (D- minus) who was awarded one mark only.
That was not enough, another scoring measure used was the improvement index; with teachers who had recorded an improvement of 2 and above earning 20 marks.
Teacher performance appraisal and development (TPAD) evaluation was also given the weight the same as a teacher’s professional development.
A salary increase and redeployment await teachers who will make it to the final promotion list. TSC will consider the following in generating the final promotion list.
- Academic and professional qualification of the teacher.
- Merit and ability as reflected in the teacher’s work, performance and results;
- Seniority and experience as set out in the scheme of service.
