The Teachers Service Commission (TSC) has unveiled a proposed overhaul of its Career Progression Guidelines (CPG), a move that could significantly transform teacher promotions, grading structures, career growth pathways, and leadership appointments across Kenya’s education sector.
The proposed revised CPG, presented to stakeholders in June 2026, seeks to address long-standing concerns raised by teachers regarding career stagnation, delayed promotions, complicated grading structures, and disparities in remuneration. The reforms come at a critical time when the education sector is undergoing major changes driven by the implementation of Competency-Based Education (CBE).
Why TSC Is Reviewing the Career Progression Guidelines
The current Career Progression Guidelines were developed in 2016 and implemented in 2018. Since then, teachers and unions have consistently complained that the framework created promotion bottlenecks, forcing many educators to remain in the same grades for years despite meeting qualification and performance requirements.
According to documents presented during stakeholder consultations, the review is intended to:
- Separate administrative positions from professional teaching roles.
- Address challenges associated with the current grading structure.
- Incorporate feedback received from teachers.
- Align teacher progression with the Competency-Based Education framework.
- Prepare the sector for a fresh job evaluation process.
The Commission noted that the current framework has been overtaken by changes in the education sector, technological developments, and evolving professional demands.
Stakeholder Consultations Underway
On June 9, 2026, TSC launched nationwide stakeholder consultations involving teachers, Curriculum Support Officers (CSOs), education leaders, union representatives, and senior Commission officials.
During the consultations, TSC Acting CEO Eveleen Mitei emphasized that teachers would play a central role in shaping the final framework. The Commission said feedback gathered from stakeholders will help refine the proposed guidelines before implementation.
TSC Chairperson Jamleck Muturi also reiterated that the new framework aims to establish transparent and merit-based promotion pathways that recognize qualifications, experience, competence, and performance.
Current CPG Structure Faces Criticism
Under the current CPG, teachers move through numerous grades ranging from B5 to D5.
The existing structure includes:
- Primary Teacher II (B5)
- Primary Teacher I (C1)
- Secondary Teacher III (C1)
- Secondary Teacher II (C2)
- Secondary Teacher I (C3)
- Senior Teacher grades
- Headteacher grades
- Deputy Principal grades
- Principal grades
- Senior Principal
- Chief Principal
The structure contains multiple promotional levels that many teachers argue have prolonged career progression.
TSC identified several challenges associated with the 2018 CPG implementation, including:
- Disparities in remuneration.
- Overlapping administrative and professional duties.
- Long promotion timelines.
- Inequalities among teachers with similar qualifications.
- School categorization challenges.
- Difficulties affecting Curriculum Support Officers.
Major Change: Reduction of Career Levels
One of the most significant proposals is the reduction of career levels across teaching categories.
According to the proposal:
| Category | Current Levels | Proposed Levels |
|---|---|---|
| Primary Regular | 8 | 6 |
| Primary SNE | 5 | 5 |
| Junior & Senior School | 9 | 7 |
| Secondary SNE | 9 | 6 |
| TTC | 10 | 7 |
| KISE/KIB | 7 | 6 |
| CSOs Regular | 4 | 3 |
| CSOs SNE | 4 | 3 |
Overall, the Commission plans to reduce career levels from 56 to 43.
The reduction is expected to shorten promotion timelines and eliminate unnecessary barriers that have slowed teacher advancement.
New Promotion Pathways for Primary Teachers
Under the proposed framework, primary school teachers will progress through a simplified structure.
The proposed hierarchy includes:
- Teacher 9 (PTE certificate entry grade)
- Teacher 8 (Diploma entry grade)
- Teacher 7
- Teacher 6
- Teacher 5
- Teacher 4
- Teacher 3
- Teacher 2
- Teacher 1
Administrative positions will be clearly separated and include:
- Senior Teacher Primary
- Deputy Principal
- Principal II
- Principal I
- Principal
- Senior Principal
- Chief Principal
The proposal introduces a more predictable classroom-based progression pathway while maintaining opportunities for leadership advancement.
New Structure for Secondary School Teachers
Secondary school teachers would also experience major changes.
The proposed grades include:
- Teacher 8 Secondary (ST8)
- Teacher 7 Secondary (ST7)
- Teacher 6 Secondary (ST6)
- Teacher 5 Secondary (ST5)
- Teacher 4 Secondary (ST4)
- Teacher 3 Secondary (ST3)
- Teacher 2 Secondary (ST2)
- Teacher 1 Secondary (ST1)
Diploma holders would enter at ST8 while bachelor’s degree holders would start at ST7. ST6, would become common cadre grades designed to facilitate smoother progression.
Leadership positions would include:
- Deputy Principal
- Principal
- Senior Principal
- Chief Principal
The simplified system is intended to reduce bureaucracy and make promotions more predictable.
TTC and KISE Teachers Also Benefit
Teachers in Teacher Training Colleges (TTCs) and special institutions such as the Kenya Institute of Special Education (KISE) are also included in the proposed reforms.
For TTC lecturers, TSC proposes:
- Entry grade for degree holders.
- Common cadre progression levels.
- Dedicated leadership pathways including Senior Teacher TTC, Principal Teacher TTC, Deputy Principal TTC, and Chief Principal TTC.
At KISE, the proposed structure includes:
- Teacher 6 as graduate entry level.
- Teacher 5 as promotional common cadre.
- Teacher 4 Senior Teacher KISE.
- Teacher 3 Principal Teacher KISE.
- Teacher 2 Deputy Director.
- Teacher 1 Director.
Automatic Promotions Could End Stagnation
One of the most welcomed proposals involves automatic progression for teachers in lower grades.
Reports indicate that TSC intends to introduce automatic promotions for teachers in grades C1 to C3 who meet service requirements and performance expectations. The Commission is also considering a structured three-year promotion cycle.
If implemented, teachers could rise through the ranks within approximately 16 to 18 years instead of waiting decades for promotional opportunities.
This proposal directly addresses complaints from teachers who have remained in the same grades for over 20 years due to limited vacancies and administrative bottlenecks.
Link to Competency-Based Education
The revised CPG is closely linked to Kenya’s transition to Competency-Based Education.
TSC argues that the existing framework was designed before the full rollout of CBC and does not adequately reflect the new competencies required in modern classrooms.
The Commission believes that aligning career progression with CBE will improve teacher motivation, strengthen professional development, and support learner outcomes.
What Happens Next?
The proposed CPG has not yet been implemented.
According to the roadmap presented by TSC, the next stages include:
- Approval of the revised CPG.
- Submission to the Salaries and Remuneration Commission (SRC).
- Job evaluation process.
- Communication of financial implications.
- Publication of final job evaluation results for teachers.
This means teachers will still need to wait for SRC approval and job evaluation outcomes before the reforms become operational.
What the Reforms Mean for Teachers
If approved, the revised Career Progression Guidelines could become one of the most significant teacher reforms since the introduction of the 2018 framework.
The proposals promise:
- Faster promotions.
- Fewer career levels.
- Clearer professional pathways.
- Reduced stagnation.
- Better alignment with CBE.
- More transparent promotion criteria.
- Improved separation of teaching and administrative roles.
For thousands of teachers who have spent years waiting for advancement, the revised CPG represents a potential turning point in Kenya’s education sector.
While implementation remains subject to stakeholder feedback, job evaluation, and SRC approval, the proposed reforms have already generated widespread interest among educators eager to see a more efficient and equitable promotion system finally take shape.
