For years, many teachers in Kenya have progressed through the education system, moving from classroom teaching to school leadership roles through a combination of experience, dedication, and service.

However, a recent directive from the Teachers Service Commission (TSC) is set to alter this path, making advanced academic qualifications the primary criterion for school leadership positions.

In new guidelines tabled before the Senate Education Committee on September 12, the TSC announced that any teacher aspiring to be a principal, deputy principal, or head of department in post-primary institutions must now possess a master’s degree in a relevant subject.

The commission explained that the move is aimed at professionalising leadership in schools and ensuring that only highly qualified individuals take charge of institutions.

Teachers are also expected to have completed the mandatory Teacher Professional Development (TPD) modules, alongside demonstrating competence as classroom teachers and senior masters for at least three years.

The commission stated that, “You must have served as a senior master or equivalent position in a post-primary institution for three years and undertaken relevant modules.”

Initially, a master’s degree was not a requirement for promotion. Many principals and deputies rose through the ranks based on merit, discipline, and long years of service. But with the new changes, the commission insists that even teachers appointed as deans in colleges must hold a master’s degree, in addition to a recognised teaching qualification.

The guidelines also clarified that administrators unable to perform their duties due to illness or medical reasons would be retired from service “on medical grounds, in accordance with the Code of Regulations.” The TSC emphasised that those promoted to leadership roles must demonstrate both academic competence and strong performance in their institutions.

However, not everyone is convinced that the new standards are fair. Union leaders and teachers have raised concerns that the shift could lock out experienced educators who have served diligently for years but lack advanced degrees.

Kenya Union of Post-Primary Education Teachers (Kuppet) Deputy Secretary-General Moses Nthurima warned that the requirement for a master’s degree “is a new disadvantage to many long-serving teachers.”

He noted that introducing such changes suddenly, without proper sensitisation, was unfair to teachers who had dedicated their careers to the profession. “Experienced teachers will feel discriminated against,” he added.

The Kenya National Union of Teachers (Knut) also shared similar worries. Deputy Secretary-General Hesbon Otieno said the move risked turning promotions into punishments rather than rewards.

“Many teachers view the promotions as punitive. Some are promoted and separated from their families. Others are moved to hardship without allowances,” he said, insisting that teachers should be properly prepared before such changes are enforced.

As the debate continues, the directive underscores the increasing importance of formal qualifications in educational leadership. For TSC, the master’s degree requirement represents a step toward aligning school leadership with professional and academic standards. But for many teachers who have spent years proving their ability in classrooms, the shift feels like a wall being raised before they dreamed of advancement.

The coming months will be critical as teachers, unions, and the commission weigh the balance between academic qualifications and the wealth of experience teachers bring to the table. For now, the message from TSC is clear: in the new era of school leadership, a master’s degree may no longer be an option but a necessity.