Secondary school principals are set to take on a more hands-on and influential role in classrooms under new directives by the Teachers Service Commission, as the government pushes ahead with the rollout of the Competency-Based Education system across the country.
The Commission said the changes are meant to reposition school heads from routine administrators to key drivers of teaching and learning, placing them in charge of guiding the delivery of the new curriculum and ensuring its success at the school level.
Acting TSC CEO Eveleen Mitei said the transition to CBE represents a major shift in how education is delivered, calling on principals to step up and lead teachers through the changes.
“The success of CBE in our schools will largely depend on how well you inspire and support your teachers to embrace this paradigm shift,” she said.
Mitei spoke during the Kenya Secondary Schools Heads Association Murang’a County annual conference held in Mombasa, where she outlined the new expectations for school leaders under the evolving system.
Under the revised approach, principals are now expected to take direct responsibility for supervising classroom instruction, supporting teachers in understanding the curriculum and ensuring that continuous assessment is effectively carried out.
“You are, first and foremost, instructional leaders. Your responsibility is to provide direction in teaching and learning,” she said in remarks delivered by TSC Director of Staffing Antonina Lentoijoni.
The move marks a clear break from the 8-4-4 system, where much of the academic oversight role rested with deputy principals while heads of institutions focused on running schools.
With CBE, the Commission said principals will now take charge of driving implementation in more than 9,000 secondary schools, including promoting teaching methods that address the different learning needs of students.
They are also expected to introduce mentorship and coaching programmes to help teachers improve their skills and adapt to the new system.
Mitei said school heads must also ensure that learning environments are supportive, inclusive and well managed to improve outcomes for both learners and teachers.
“A safe, inclusive and well-managed school environment enhances learner engagement, supports teacher effectiveness and ultimately improves competency acquisition,” she said.
Beyond academics, principals have been directed to strengthen teamwork within schools by encouraging collaboration among teachers and building strong professional support systems.
“As Heads of Institutions, you must deliberately foster collaboration within your schools by encouraging professional learning communities and peer support among teachers,” she said.
The Commission further wants principals to work closely with parents, Boards of Management and other stakeholders to support learning and ensure smooth implementation of the reforms.
In addition, school heads have been tasked with managing resources efficiently, making the best use of available staff and embracing technology to support both teaching and administration.
“The transition to Competency-Based Education requires prudent utilisation of resources, strategic staffing, and the integration of technology,” she said.
Mitei noted that the ability of principals to manage change will be critical in determining how well schools adapt to the new system.
“Your ability to lead through change will determine how effectively your institutions adapt and thrive,” she said.
The Commission also raised concern over the growing pressure on teachers, directing principals to prioritise staff welfare by creating supportive working environments that address stress.
Mitei praised principals for maintaining order and supporting reforms despite challenges, saying they remain central to education service delivery.
“You have consistently ensured stability in our institutions, upheld discipline, improved learning outcomes and steered the implementation of education reforms,” she said.
She assured school heads of continued support from TSC as they take on the expanded responsibilities.
“The Commission will continue to walk this journey with you, providing the necessary support to ensure the successful implementation of CBE,” she said.
Kessha chairperson Willie Kuria welcomed the new roles, saying principals are ready to take on the added responsibility and contribute more directly to shaping the education system.
“We welcome the roles and we are up to the task,” he said.
However, the Kenya Union of Post-Primary Education Teachers pushed back against the move, arguing that the burden should not fall solely on school heads. Secretary-General Akelo Misori said the Commission has not done enough to prepare teachers for the shift.
“Principals alone cannot shoulder the responsibility of steering the implementation of CBE,” he said.
He added that both newly recruited and serving teachers must undergo proper training to equip them with the skills needed under the new curriculum.