The Kenya Union of Post Primary Education Teachers (KUPPET) has officially written to the Teachers Service Commission (TSC) demanding urgent talks to address the growing unrest among Junior Secondary School (JSS) teachers across the country.
In a letter dated 2nd October 2025, signed by Secretary General Akelo Misori, the union expressed deep concern over the continued placement of JSS teachers under primary school headteachers. According to KUPPET, this structure undermines professionalism, qualifications, and the long-term career growth prospects of JSS teachers.
The demand marks a significant escalation in the ongoing debate about JSS autonomy, a topic that has been gaining traction since TSC introduced structural reforms in 2024.
You can also read a related article on how this debate began: TSC Proposes Autonomy for JSS Teachers in 2025.
Concerns Over Leadership Structure
KUPPET noted that many JSS teachers feel their qualifications and specialized training do not align with management by primary school headteachers, who were trained under a completely different system. The union warned that this mismatch is creating widespread discontent, lowering morale, and stalling the smooth rollout of the Competency-Based Curriculum (CBC).
“The ongoing demands by Junior School teachers highlight significant concerns regarding their incorporation under a leadership structure headed by primary school headteachers with qualifications not aligned to the unique demands of JSS,” the letter reads in part.
This concern is not new. Earlier debates between KUPPET and KNUT have highlighted similar governance gaps. Read more about these union battles here: Who Will Win the Battle: KNUT or KUPPET?.
Push for Professional Dignity and Career Growth
According to KUPPET, JSS teachers deserve a management structure that recognizes their training and professionalism. The union emphasized that the professional dignity of JSS teachers must be protected through fair supervision, structured promotion paths, and clear career progression.
KUPPET warned that unless the matter is addressed urgently, the dissatisfaction could deepen the divide between teachers and the employer, further destabilizing the education sector.
To illustrate the current challenges faced by JSS teachers, here’s a summary of their top concerns:
| Concern | Current Situation | Proposed Solution |
|---|---|---|
| Leadership & Management | Managed by Primary Headteachers | Separate JSS Leadership Structure |
| Career Progression | Unclear promotion pathways | Clear JSS promotion framework |
| Professional Recognition | Limited recognition of B.Ed qualifications | Recognition aligned with CBC demands |
| Working Environment | High workload and dual responsibilities | Defined JSS-specific workload |
Call for Urgent Dialogue
Secretary General Akelo Misori has urged the Teachers Service Commission to convene talks within seven days to deliberate on the pressing issues. The letter, which was copied to the Cabinet Secretary for Education, underscores KUPPET’s readiness for constructive engagement to ensure long-term solutions.
“KUPPET seeks constructive engagement with the Commission to explore viable solutions that uphold the rights and professional dignity of Junior School teachers, improve management structures, and promote harmonious working relationships within the education sector,” the letter states.
This demand for urgent talks highlights growing tension between TSC and JSS educators, many of whom believe their grievances have been ignored since their deployment in 2023.
What This Means for JSS Teachers
The demand by KUPPET comes at a time when JSS teachers across the nation are increasingly frustrated over stalled promotions, unclear job descriptions, and limited autonomy in decision-making.
If the TSC agrees to KUPPET’s proposed dialogue, it could open the door to major reforms—potentially granting JSS teachers:
| Possible Reform | Expected Impact |
|---|---|
| JSS Heads of Department | Clear management roles |
| Revised Career Progression Guidelines | Transparent promotions |
| Recognition of JSS Teachers as Post-Primary | Better remuneration & respect |
| Reduced Role of Primary Heads | Greater professional independence |
Such changes would align with Kenya’s ongoing education reform agenda, ensuring that Junior Secondary education is treated as a distinct phase, not merely an extension of primary school.
The Bigger Picture
The call by KUPPET adds a powerful voice to the JSS autonomy debate, which has already attracted attention from Parliament, KEPSHA, KESSHA, and other education stakeholders.
The issue of governance within Junior Secondary Schools has far-reaching implications for the future of CBC implementation. With more than 1.1 million learners enrolled in JSS, decisions made in these talks could shape the success—or failure—of the entire competency-based system.
This growing tension also reflects the broader struggle between Kenya’s two major teacher unions, KNUT and KUPPET. As both unions position themselves to influence policy, JSS teachers remain caught in the middle, awaiting clarity from TSC.
The Role of Technology and Innovation
Beyond the autonomy debate, experts believe that embracing education technology could help ease management and teaching challenges in JSS. Tools highlighted in previous articles such as Top Free AI Tools for Holiday Assignments 2025 show how digital solutions can empower teachers with lesson planning, assessment, and reporting.
KUPPET has also hinted that digital tools can bridge administrative gaps while structural reforms are being negotiated.
What to Expect Next
The coming weeks will be crucial. Should TSC respond positively to KUPPET’s letter, it could lead to a series of structured reforms that redefine how JSS is managed across the country.
If no agreement is reached, however, the tension could escalate into industrial action or parliamentary intervention. The education sector will be watching closely to see if the Commission prioritizes dialogue and fairness in resolving this matter.
Final Thoughts
KUPPET’s latest move represents a turning point in the ongoing transformation of Kenya’s education system. The union’s demand for JSS autonomy is not just about leadership titles—it’s about professional respect, fair growth opportunities, and recognition of teachers’ specialized training.
As discussions unfold, KenyaTeachers.com will continue to monitor the developments, providing timely updates and insights on how the outcome will shape the future of JSS education in Kenya.
Let’s respect the system of education. Let not the government want to implement CBE when it doesn’t have enough money. The government want to run CBE cheaply. If they accepted to implement this system then let them carry the cost also. Many countries rejected this but Kenya accepted so let js be on its own. The headteachers have stereotyped jss teachers.
The headteachers don’t know that priority is the students, the students don’t even have lockers and headteachers careless. They think it’s still primary. They want to run secondary schools as primary.
We sec teachers set exams and make marking schemes, hteachers don’t accept this. They bring in exams that are substandard…fake and without marking schemes. Sometimes some questions missing. The situation is bad. Even when it’s ignored, the situation is bad. The deputies have no idea how to deal with learners discipline. They schools are rotten…what we’re making as a country, is a ticking bomb. We’re not winning. Again CBE is far much weaker that 844.