TSC Promotion Shocker: Teachers to Reach Top Grade in 18 Years Under New Career Structure.
The Teachers Service Commission (TSC) and teachers’ unions have signed an agreement on proposed revisions to the Career Progression Guidelines (CPG), paving the way for the establishment of new teacher career pathways and accelerated promotion opportunities within the teaching profession.
The proposed reforms are contained in the 2026 Career Progression Guidelines and are expected to reduce the period required for teachers to attain the highest grade in the profession from 30 years to 18 years. The reforms are intended to address career stagnation that has been experienced across various teaching cadres since the implementation of the current framework.
Under the proposed framework, teachers will, for the first time, be able to progress to Teacher 1, the highest grade in the profession, while remaining in classroom practice. This will be achieved through the introduction of separate career tracks for classroom practitioners and teachers pursuing leadership and administrative responsibilities.
The signing of the agreement between the Teachers Service Commission and 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) marks the completion of the first phase in the development of a revised teacher promotion framework.
The proposed Career Progression Guidelines will now be submitted to the Salaries and Remuneration Commission (SRC) for job evaluation. The evaluation process will determine the relative value of various teaching positions and guide the development of remuneration structures.
The Salaries and Remuneration Commission is expected to assess the responsibilities attached to different teaching positions, including classroom teaching and administrative roles, to ensure remuneration is aligned with assigned duties and responsibilities.
Speaking after signing the proposed reforms alongside officials from the three teachers’ unions, Teachers Service Commission Acting Chief Executive Officer Evaleen Mitei stated that the review of the Career Progression Guidelines seeks to address challenges that have emerged during the eight years of implementation of the current framework.
Ms Mitei stated that the review is anchored on the Collective Bargaining Agreement (CBA) signed between the Teachers Service Commission and teachers’ unions in 2025, which identified the need to review the existing career framework in response to developments within the education sector, including curriculum reforms and emerging issues affecting teachers’ welfare.
The Teachers Service Commission revealed that consultations had been conducted since 2022 across all 47 counties. Views were collected from teachers, Curriculum Support Officers and other stakeholders to assess challenges encountered during the implementation of the 2018 Career Progression Guidelines currently in force.
Officials of the Kenya National Union of Teachers, the Kenya Union of Post Primary Education Teachers and the Kenya Union of Special Needs Education Teachers welcomed the proposed reforms, noting that they address longstanding concerns regarding career stagnation.
Kenya National Union of Teachers Deputy Secretary-General Hesbon Otieno stated that the outcome of the Salaries and Remuneration Commission evaluation process would be significant for teachers if the commission adopts the proposals presented.
Kenya Union of Post Primary Education Teachers Deputy Secretary-General Moses Nthurima stated that several issues remain subject to determination through the Salaries and Remuneration Commission job evaluation process. These include the period a teacher should remain within a specific grade before progression.
The Kenya Union of Post Primary Education Teachers proposed the establishment of a maximum duration for teachers to remain in a grade in order to prevent prolonged stagnation. The union also proposed additional progression opportunities for teachers who possess higher academic qualifications, including master’s and doctoral degrees.
Mr Nthurima stated that academic qualifications remain important within the teaching profession and should be reflected within the career progression framework.
Kenya Union of Special Needs Education Teachers Secretary-General James Torome welcomed the reforms, stating that the proposed framework recognises the specialised responsibilities undertaken by teachers serving learners with special needs and provides opportunities for progression to the highest levels of the profession.
Mr Torome stated that the proposed framework is intended to reward teachers working with learners requiring specialised support due to the level of commitment and patience required in the role.
Under the proposed Career Progression Guidelines, all teachers will progress within a unified grading structure ranging from Teacher 9, the entry-level grade, to Teacher 1, the highest grade in the profession.
For primary school teachers, entry into the profession will commence at Teacher 9.
For secondary school teachers holding diploma qualifications, entry will commence at Teacher 8. The framework recognises the principle that diploma qualifications should attract the same entry grade irrespective of whether a teacher serves in primary or secondary education.
Within the secondary school career pathway, the majority of teachers holding bachelor’s degrees will enter at Teacher 7. These teachers will benefit from the first common cadre promotion to Teacher 6. Beyond Teacher 6, progression will be increasingly determined by demonstrated competency and performance rather than automatic advancement.
For Teacher Training Colleges (TTCs), a similar grading structure has been adopted with adjustments intended to provide flexibility and maintain career progression order. Under the proposed framework, the majority of Teacher Training College lecturers will enter at Teacher 5 and will be eligible to progress through the entire career structure up to Teacher 1.
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The Teachers Service Commission stated that the collaborative approach adopted in the development of the revised Career Progression Guidelines is intended to promote shared responsibility among stakeholders throughout the review process.
The review also fulfils a requirement contained in the Collective Bargaining Agreement requiring the conclusion of the Career Progression Guidelines review by June 30, 2026.
Following the Salaries and Remuneration Commission job evaluation process, consultations will be undertaken with the National Treasury regarding the financial implications of the proposed outcomes. Upon consideration and approval of budgetary requirements, the final results of the evaluation process will be formally communicated to the Teachers Service Commission.
TSC Promotion Shocker: Teachers to Reach Top Grade in 18 Years Under New Career Structure.
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