In a move aimed at professionalizing school leadership, the Teachers Service Commission (TSC) has announced that all school principals and their deputies will now be required to possess a master’s degree as part of their qualification for appointment or retention in office.
According to the new directive, the TSC is seeking to raise the bar for school leadership by ensuring that heads of institutions are equipped with advanced academic and managerial skills to effectively run learning institutions.
This decision is seen as part of the broader reforms targeting the quality of education and management in public schools across the country.
Speaking during a media briefing, TSC officials emphasized that education has become increasingly complex, requiring school leaders to have deeper expertise in pedagogy, administration, and policy implementation.
“The demand for high-quality education is growing, and school heads are at the heart of this process. Equipping them with advanced qualifications will ensure that they can meet the demands of modern education and manage institutions effectively,” said a senior TSC official.
The directive has sparked mixed reactions among teachers and education stakeholders. Supporters argue that the move will improve the quality of education and inspire professional growth among teachers aspiring to leadership roles.
They believe principals with postgraduate training are better positioned to handle emerging challenges such as curriculum reforms, mental health issues among learners, and integration of technology in learning.
However, critics have raised concerns about the practicality of the directive, especially in rural areas where access to postgraduate education may be limited.
They have also questioned whether the government will offer scholarships or financial support to assist serving principals and deputies to pursue the required qualifications.
The TSC has indicated that a phased implementation plan will be rolled out, giving current school leaders sufficient time to comply with the new requirement.
This policy shift is expected to have a far-reaching impact on the future of school administration in Kenya, potentially reshaping the education landscape for years to come.
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