The Toughest Job in Education? Principals Explain Why.
School principals across Kenya have reported increasing leadership responsibilities as they oversee the implementation of Competency-Based Education (CBE) while responding to emerging challenges relating to learner safety, mental health, digital engagement, student unrest, financial constraints and institutional governance.
The concerns were highlighted during the 49th Annual Conference of the Kenya Secondary School Heads Association (KESSHA) held in Mombasa, where school heads, education sector leaders and curriculum experts discussed the evolving role of principals within Kenya’s education system.
Nkareta Secondary School Principal Parmale Kuluo outlined the operational changes experienced at the institution since his deployment five years ago. He reported that student enrolment had increased from 151 learners to more than 1,000, significantly expanding management responsibilities beyond traditional academic administration.
Mr Kuluo stated that learner safety, mental health, parental expectations, social media engagement and institutional security have become central management priorities following recent incidents affecting schools, including the fire at Utumishi Academy that resulted in the deaths of 16 learners.
According to Mr Kuluo, the incident prompted a review of internal learner engagement strategies.
“As principals, we have gone through a lot, especially after what happened at Utumishi Academy.”
He stated that the school introduced structured prayer sessions, not only for worship but also as platforms for communication between school administration and learners.
Mr Kuluo observed that the responsibilities of school principals have expanded beyond examination management and discipline to include counselling, crisis management, financial administration, stakeholder engagement, digital communication and learner welfare management.
The conference noted that principals are currently implementing Competency-Based Education while simultaneously managing delayed capitation disbursements, inflationary pressures, teacher shortages, increased parental expectations and changing learner behaviour.
CBE Changes Learner Engagement
Kenya Institute of Curriculum Development (KICD) Chief Executive Officer Professor Charles Ong’ondo addressed principals on the leadership adjustments required under Competency-Based Education.
Professor Ong’ondo narrated an incident involving a Grade 10 learner at Ogande Girls High School who requested that the school principal facilitate communication with her father regarding an important personal matter.
According to Professor Ong’ondo, the principal initially questioned the request, noting that senior school learners were expected to exercise greater independence.
The learner responded that during Junior School under Competency-Based Education, parents had been encouraged to remain actively involved in learners’ education and therefore requested access to the principal’s communication facilities.
Professor Ong’ondo stated that the incident demonstrated the characteristics of learners produced under Competency-Based Education.
“That is the kind of learner we have brought to you through CBE. When learners express themselves and engage respectfully, they are not being rude or disrespectful. They are empowered. As long as they are not infringing on anyone’s rights, these are children we must listen to, guide and nurture.”
Professor Ong’ondo stated that Competency-Based Education is transforming relationships between learners and school leadership through increased learner participation, dialogue and parental involvement.
He further urged principals to embrace Competency-Based Education as an opportunity to reduce academic pressure traditionally associated with the examination-oriented 8-4-4 education system.
Professor Ong’ondo stated that learner success should not be measured solely through institutional mean scores but through the identification, development and nurturing of individual talents and career pathways.
“For the first time, CBE will reduce the pressure you have lived with for years. I know you are implementing it while still carrying the burden of the 8-4-4 system and the obsession with mean scores. But if 100 out of your 120 learners choose History because that is where their passion lies, let them pursue it. Your responsibility is to nurture every learner’s potential, not to force every child into the same mould.”
He also encouraged principals to expand technical and vocational learning opportunities through the introduction and strengthening of practical subjects, including:
- Art and Design
- Electricity
- Building and Construction
Professor Ong’ondo stated that many learners who encounter difficulties in conventional academic subjects may perform better when provided with practical and technical learning pathways.
He noted that, unlike the 8-4-4 education system, Competency-Based Education promotes dialogue, creativity, collaboration and critical thinking.
Digital Communication Identified as Institutional Priority
Mr Kuluo stated that schools should integrate digital communication into institutional leadership and learner engagement strategies.
He observed that learners actively utilise multiple digital platforms, including:
- Telegram
- YouTube
Mr Kuluo proposed that schools establish official institutional digital platforms carrying school identity elements, including the school flag and the national anthem, to facilitate communication with learners and improve understanding of learner interactions within digital environments.
He stated that digital platforms should be utilised as communication and engagement tools rather than being viewed exclusively as disciplinary concerns.
Mr Kuluo further cited institutional partnerships with schools in Sweden and Malaysia, indicating that learner safety systems and engagement mechanisms within those institutions have evolved alongside technological developments.
He stated that disciplinary approaches within Kenyan schools require continuous review to align with changing learner environments.
KESSHA Highlights Operational Challenges
Kenya Secondary School Heads Association National Chairman Willie Kuria stated that principals have successfully overseen the transition to Competency-Based Education despite increasing operational challenges.
According to Mr Kuria, the education sector continues to experience significant constraints requiring coordinated intervention.
These include:
- Delayed capitation funding
- Increasing operational responsibilities
- Rising inflation
- Teacher shortages
- Student unrest
- Arson attacks
- Destruction of educational infrastructure
- Loss of learner lives
Mr Kuria stated that incidents of arson had resulted in the destruction of school property worth millions of shillings and the deaths of 18 learners.
“The wanton destruction of educational facilities, loss of valuable resources and, most tragically, the loss of young lives are matters of grave concern. Schools must remain safe havens for learning.”
Mr Kuria stated that sustainable responses to learner unrest require strengthened dialogue, counselling services and collaboration among schools, parents and surrounding communities.
TSC Calls for Early Intervention
Teachers Service Commission Chairman Dr Jamleck Muturi stated that student unrest is generally preceded by unresolved institutional concerns.
According to Dr Muturi, common grievances include:
- Food quality
- Discipline
- Bullying
- Academic pressure
- Teacher conduct
- Feelings of exclusion
Dr Muturi stated that principals who remain accessible and establish fair mechanisms for resolving complaints are less likely to experience violent student unrest.
He urged schools to strengthen the following institutional systems:
- Student councils
- Learner grievance mechanisms
- Guidance and counselling services
- Parent engagement programmes
- Sports activities
- Co-curricular programmes
“It takes a village to raise a child.”
Professional Welfare and Institutional Independence
Mr Kuria also highlighted concerns relating to career progression among school principals.
He stated that many principals remain within the same job group for extended periods despite managing increasingly complex educational institutions.
According to Mr Kuria, principals serving in Grade D3 have particularly experienced prolonged career stagnation, contributing to reduced motivation.
The conference also raised concerns regarding political interference in school management.
Mr Kuria stated that educational institutions should remain professionally managed environments where decisions affecting teachers and school operations are guided by professional standards and the best interests of learners.
Read Also: Kenyan Teacher Breaks Guinness World Record with 45-Hour Math Marathon
“We believe educational institutions should remain protected spaces where decisions affecting teachers are guided by professionalism and the best interests of learners.”
Conference Resolution
The 49th Annual Conference of the Kenya Secondary School Heads Association concluded with consensus among more than 10,000 principals attending the meeting in Mombasa that the responsibilities of school leadership have expanded significantly under the evolving education environment.
Conference discussions identified learner welfare, Competency-Based Education implementation, digital engagement, institutional safety, professional support, financial sustainability and collaborative governance as central priorities requiring continued attention within Kenya’s secondary education sector.
The Toughest Job in Education? Principals Explain Why.
Follow Teachers Updates on Facebook, LinkedIn, X (Twitter), WhatsApp, Telegram, and Instagram. Get in touch with our editors at hello@teachersupdates.news.
