The Acting Chief Executive Officer of the Teachers Service Commission (TSC), Ms. Eveleen Mitei, addressed stakeholders at a forum on Competency-Based Education (CBE) in Naivasha on September 3, 2025.
The Teachers Service Commission (TSC) has once again made headlines with a bold proposal that could reshape the future of Junior Secondary Schools (JSS) in Kenya. In its latest move, the Commission is working on granting JSS teachers autonomy from primary school head teachers, a reform that many educators say is long overdue.
For months, JSS teachers have raised concerns about being managed by primary school heads, arguing that this arrangement undermines their professionalism, limits their decision-making power, and affects their career growth. Now, with the TSC proposal gaining momentum and new Bills awaiting debate in Parliament, the teaching fraternity may finally see lasting change.
Background: Why JSS Teachers Have Been Pushing for Change
Since the rollout of Junior Secondary Schools in 2023, teachers deployed to these institutions have been placed under the leadership of primary school head teachers. This arrangement created friction almost immediately.
Unions such as the Kenya Union of Post-Primary Education Teachers (KUPPET) and the Kenya Junior School Teachers Association (KEJUSTA) argued that JSS teachers were trained for secondary-level instruction and therefore deserved their own leadership structures. They claimed that being managed by primary school heads undermined their professional dignity and blurred the distinction between primary and secondary education.
This discontent has led to protests, petitions, and negotiations with the Ministry of Education and TSC. Many JSS teachers felt that unless autonomy was granted, their role in delivering the Competency-Based Curriculum (CBC) would be compromised.
The Legal Context
Currently, comprehensive schools – which combine primary and junior secondary – are not formally recognized under Kenyan law. This legal grey area has made it difficult to establish clear structures of leadership for JSS.
To address this, the Ministry of Education has drafted crucial Bills that are now awaiting debate in the National Assembly. These Bills are expected to formally recognize JSS as independent institutions, paving the way for separate heads and distinct management structures.
Once passed, the legislation will remove ambiguity and give JSS teachers the legal backing they need to function independently. This will also provide TSC with a strong foundation to implement the proposed reforms.
What the TSC Proposal Means for JSS Teachers
According to TSC, the new leadership framework will be structured around three key changes:
1. Appointment of New JSS Heads
The Commission intends to appoint distinct heads of Junior Secondary Schools. This will end the era where JSS teachers are managed by primary school heads and create a career pathway specifically tailored to JSS educators.
2. Transitional Measures
Until Parliament passes the proposed Bills, TSC is expected to set up transitional measures. These may involve shared responsibilities between primary and JSS sections within comprehensive schools, but with clearer role definitions that respect JSS teachers’ independence.
3. Teacher Representation in Leadership
Both KUPPET and KEJUSTA have insisted that JSS teachers be represented in policy-making forums. The TSC proposal aligns with this demand, with plans to include JSS educators in key decisions affecting their careers and schools.
Why Autonomy Matters for JSS
Granting autonomy to Junior Secondary Schools is not just about titles; it has far-reaching implications for the teaching profession and the implementation of CBC.
- Improved Professionalism: JSS teachers will be able to exercise their training and expertise without interference, enhancing their professional identity.
- Better Accountability: With independent heads, accountability will be streamlined, making it easier to monitor performance and school operations.
- Enhanced Morale: Many JSS teachers have felt demoralized under primary school heads. Autonomy is expected to boost teacher motivation and job satisfaction.
- Clear Career Pathways: Teachers will have a better chance to rise through the ranks, from classroom teacher to head of JSS, without being overshadowed by primary management.
Related Developments in TSC Reforms
The autonomy proposal comes on the heels of other major reforms introduced by TSC in 2025. For example, JSS teachers have already been integrated into the new digital transfer system, making transfers faster and more transparent. You can read more in our coverage of TSC 2025 Reforms: JSS Transfer and B.Ed Registration Rules.
Additionally, TSC recently confirmed timelines for JSS intern confirmations, giving clarity to thousands of teachers waiting for permanent and pensionable opportunities. See our full guide here: TSC 2025–2026 JSS Intern Confirmation Timeline.
The Commission also introduced a JSS Internship Score Sheet 2025 to standardize recruitment and closed the JSS Internship Portal 2025, signaling that major policy shifts are underway.
By linking autonomy with these reforms, TSC demonstrates its commitment to streamlining teacher management and responding to concerns raised by the teaching community.
Challenges Ahead
While the autonomy proposal has been welcomed by many, it is not without challenges.
- Legislative Delays: Parliament must pass the pending Bills for the reforms to be legally binding. Political disagreements could stall this process.
- Transition Complexities: Separating JSS leadership from primary schools will require financial resources, infrastructure, and staffing adjustments.
- Resistance from Primary Heads: Some primary head teachers may resist losing authority over JSS sections, leading to friction in implementation.
- Sustainability Concerns: Questions remain about how the government will fund the creation of new leadership positions in thousands of schools.
Stakeholder Reactions
KUPPET has praised the proposal, noting that it reflects teachers’ demands and is a step toward fairness. The union has, however, urged Parliament to fast-track the Bills to avoid prolonged uncertainty.
KEJUSTA has expressed optimism, saying that the move validates the association’s long struggle for independence. Leaders argue that autonomy will finally allow JSS teachers to deliver CBC effectively without undue interference.
Parents and Learners have also shown interest in the proposal. Many parents believe that giving JSS its own heads will enhance accountability and school performance, ultimately benefiting learners.
FAQs on JSS Autonomy
1. Why are JSS teachers seeking autonomy?
They want independence from primary head teachers to strengthen professionalism, accountability, and morale.
2. When will autonomy take effect?
It depends on Parliament passing the new Bills. TSC may introduce transitional measures in the meantime.
3. Will new leadership positions be created?
Yes, TSC plans to appoint separate JSS heads once the legal framework is established.
4. What role will unions play?
KUPPET and KEJUSTA will continue representing JSS teachers in negotiations and policy-making.
5. How will autonomy affect learners?
It will improve curriculum delivery, accountability, and overall school management.
What This Means for the Future of Education in Kenya
The proposal to grant autonomy to JSS marks a defining moment in Kenya’s education reforms. If successful, it will create a clear structure for managing CBC at junior secondary level, resolve tensions between teachers, and enhance professionalism across the board.
For teachers, this reform represents recognition of their unique role in shaping the future of learners. For parents, it signals a more accountable education system. For the country, it sets the stage for a smoother transition into a CBC-driven education framework.
As Kenya watches Parliament’s next move, one thing is clear: autonomy for JSS teachers is no longer just a demand—it is becoming a reality
