TSC’s New Career Pathway Explained: The Biggest Change for Teachers in Years.
The Teachers Service Commission (TSC) has proposed a revised Career Progression Guidelines (CPG) framework for 2026 aimed at restructuring teacher promotion pathways, introducing separate professional and administrative career tracks, and reducing the time required for teachers to advance to higher job grades.
The proposed reforms were presented following consultations between the Teachers Service Commission and teachers’ unions, including the Kenya National Union of Teachers (KNUT), the Kenya Union of Post Primary Education Teachers (KUPPET) and the Kenya Union of Special Needs Education Teachers (KUSNET), during a meeting held at the TSC headquarters in Upper Hill, Nairobi, on June 18, 2026.
The meeting was attended by Acting Teachers Service Commission Chief Executive Officer Evaleen Mitei and Teachers Service Commission Chairperson Jamleck Muturi during the signing of a pact on the review of the Career Progression Guidelines.
The review seeks to address concerns surrounding the existing promotion structure, which has largely linked career advancement to administrative appointments and required many teachers to leave classroom practice in order to access higher grades.
Under the current Career Progression Guidelines, teachers progress through 10 job grades, beginning with Grade B5 as the entry level and ending with Grade D5 as the highest grade. Advancement between grades generally takes approximately three years, resulting in a career progression period of about 30 years for teachers moving from the lowest to the highest grade.
The Teachers Service Commission stated that the existing structure has limited opportunities for classroom teachers to attain the highest professional levels without transitioning into administrative positions.
Proposed Dual Career Pathways
The proposed 2026 Career Progression Guidelines introduce two distinct career pathways:
- Classroom Teaching Pathway – allowing teachers to progress to the highest professional grade while remaining classroom practitioners.
- Administrative Leadership Pathway – providing progression opportunities for teachers who undertake school leadership and management responsibilities.
TSC Commissioner Timon Oyucho stated that teachers pursuing either pathway would progress within the respective structures and receive salaries corresponding to their attained grades.
“A teacher choosing the professional classroom pathway will progress within that structure and earn the corresponding salary for that grade while a teacher opting for the administrative pathway will also earn the equivalent salary grade, with additional facilitative allowances reflecting administrative responsibilities,” Mr Oyucho said.
New Teacher Grading Structure
The proposed framework replaces the current grading structure with a unified system ranging from Teacher 9 as the entry-level grade to Teacher 1 as the highest professional level.
The commission has retained entry points for teachers with different academic qualifications to maintain access opportunities for qualified Kenyans holding certificate, diploma and degree qualifications.
Under the proposed structure:
- Primary school teachers will enter at Teacher 9.
- Diploma holders teaching in secondary schools will enter at Teacher 8.
- Most secondary school teachers with bachelor’s degrees will enter at Teacher 7.
- Teachers in secondary schools will benefit from progression to Teacher 6 through the first common cadre promotion.
- Teachers in Teacher Training Colleges (TTCs) will mainly enter at Teacher 5 and progress up to Teacher 1.
The commission stated that future progression beyond the common cadre promotion will be based on demonstrated competence, performance and professional growth rather than automatic advancement.
Proposed Changes Primary (Regular)
| Designation | TSC Grade | Administrative Positions | Classroom Growth | Remarks |
|---|---|---|---|---|
| Teacher 9 | PT 9 | Entry grade for PTE Certificate holders | Primary Teacher 9 | Entry for PTE certificate holders |
| Teacher 8 | PT 8 | Entry grade Diploma holders | Primary Teacher 8 | Entry for Diploma / common cadre for PTE |
| Teacher 7 | PT 7 | Senior Teacher – Primary | Primary Teacher 7 | Common cadre for Diploma |
| Teacher 6 | PT 6 | Deputy Principal | Primary Teacher 6 | Competitive |
| Teacher 5 | PT 5 | Principal 2 – Primary | Primary Teacher 5 | Competitive |
| Teacher 4 | PT 4 | Principal 1 – Primary | Primary Teacher 4 | Competitive |
| Teacher 3 | PT 3 | Principal | Primary Teacher 3 | Competitive |
| Teacher 2 | PT 2 | Senior Principal | Primary Teacher 2 | Competitive |
| Teacher 1 | PT 1 | Chief Principal | Primary Teacher 1 | Competitive |
Reduced Promotion Timeline
The Teachers Service Commission estimates that progression from Teacher 9 to Teacher 4 will take approximately 18 years under the proposed framework.
This represents a reduction from the current system, where a teacher starting at Grade B5 may require approximately 30 years to reach Grade D5.
The proposed reforms separate entry qualifications from long-term career advancement.
TSC stated that teaching qualifications obtained from accredited local and international universities will continue to be recognised, but once a teacher is employed, registered and issued with a TSC number, entry qualifications will no longer limit future career progression.
“Once a teacher is employed and registered, and issued with a teaching number, that marks the completion of entry requirements into the profession. Beyond that point, entry qualifications should not become a barrier to career progression within the service,” Mr Oyucho stated.
Proposed Changes Secondary (Regular)
| Designation | TSC Grade | Administrative Positions | Classroom Growth | Remarks |
|---|---|---|---|---|
| Teacher 8 Secondary 3 | ST 8 | Entry grade for Diploma in Education | Teacher 8 | |
| Teacher 7 Secondary 2 | ST 7 | Entry for Bachelor’s Degree | Teacher 7 | Common Cadre for Diploma in Education |
| Teacher 6 Secondary 1 | ST 6 | Common cadre for Bachelor’s Degree | Teacher 6 | Common cadre for Bachelor’s Degree |
| Teacher 5 Secondary | ST 5 | Senior Teacher – Secondary | Teacher 5 | Competitive |
| Teacher 4 Secondary | ST 4 | Deputy Principal – Secondary | Teacher 4 | Competitive |
| Teacher 3 Secondary | ST 3 | Principal – Secondary | Teacher 3 | Competitive |
| Teacher 2 Secondary | ST 2 | Senior Principal – Secondary | Teacher 2 | Competitive |
| Teacher 1 Secondary | ST 1 | Chief Principal – Secondary | Teacher 1 | Competitive |
Promotion Requirements Under the Proposed Framework
Under the new structure, primary school teachers will continue progressing based on their initial Teacher Training College qualifications.
However, movement from Teacher 4 to Teacher 3, which is associated with principalship responsibilities, will require a degree qualification.
Curriculum Support Officers (CSOs) will enter the career structure at Teacher 3 level due to their supervisory and leadership responsibilities.
The commission stated that the adjustment is intended to address inconsistencies where some Curriculum Support Officers have previously been placed in lower grades despite supervising school principals.
Proposed Changes – TTC Career Progression
| Substantive Designation | TSC Grade | Administrative Position | Classroom Growth | Remarks |
|---|---|---|---|---|
| Teacher 7 TTC | TTC 7 | Entry grade (degree new CBE specialized areas) | Teacher 7 | — |
| Teacher 6 TTC | TTC 6 | Common Cadre for Degree holders | Teacher 6 | Common cadre for Degree holders |
| Teacher 5 TTC | TTC 5 | Entry grade for Teacher 5 Secondary | Teacher 5 | Equivalence for Secondary Teacher 5 |
| Teacher 4 TTC | TTC 4 | Senior Teacher TTC | Teacher 4 | Competitive |
| Teacher 3 TTC | TTC 3 | Principal Teacher TTC | Teacher 3 | Competitive |
| Teacher 2 TTC | TTC 2 | Deputy Principal TTC | Teacher 2 | Competitive |
| Teacher 1 TTC | TTC 1 | Chief Principal TTC | Teacher 1 | Competitive |
Link to Job Evaluation Process
The review of the Career Progression Guidelines is also connected to the wider job evaluation process within the teaching service.
TSC officials stated that job evaluation requires updated career guidelines because the documents contain job descriptions that form the basis for assessment.
Teacher unions have previously raised concerns that the existing framework does not adequately connect performance, qualifications and career advancement.
The review follows commitments made during negotiations for the 2025–2029 Collective Bargaining Agreement (CBA), where the commission and teachers’ unions agreed to revise the Career Progression Guidelines.
The current CBA requires the review process to be completed by June 30, 2026.
Consultations with Teachers’ Unions
The Teachers Service Commission held discussions with representatives from:
- Kenya National Union of Teachers (KNUT)
- Kenya Union of Post Primary Education Teachers (KUPPET)
- Kenya Union of Special Needs Education Teachers (KUSNET)
The unions provided feedback on the proposed reforms before the final draft is submitted to the Salaries and Remuneration Commission (SRC).
The Salaries and Remuneration Commission is expected to consult the National Treasury on the financial implications before issuing its determination.
Transition to Competency Based Education
TSC stated that the review is also driven by changes arising from the transition from the 8-4-4 education system to Competency Based Education (CBE).
The existing Career Progression Guidelines were developed in 2018 and were largely aligned with the 8-4-4 curriculum framework.
TSC Chief Executive Officer Evaleen Mitei stated that changes in curriculum requirements and expanding teacher responsibilities necessitated a review of the career structure.
“Career progression structures developed a decade ago may no longer adequately respond to today’s expanded curriculum as well as the administrative responsibilities that our teachers undertake on a daily basis,” Ms Mitei said.
Union Concerns on the Proposed Framework
The proposed reforms received responses from teachers’ unions, with concerns raised on implementation details.
The Kenya Union of Special Needs Education Teachers (KUSNET) called for a review of learner enrolment thresholds used in determining allowances, stating that special needs institutions could face challenges attracting principals under the proposed formula.
The Kenya National Union of Teachers (KNUT) raised concerns regarding younger teachers who attain higher qualifications early and may progress faster than colleagues.
The Kenya Union of Post Primary Education Teachers (KUPPET) called for a review of the salary structure to address grade compression and disparities affecting teachers in middle job groups.
The concerns are expected to form part of further consultations before the revised Career Progression Guidelines are finalised and submitted to the Salaries and Remuneration Commission for approval.
TSC’s New Career Pathway Explained: The Biggest Change for Teachers in Years.
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