The Teachers Service Commission has established a standardised scoring system to objectively assess candidates during promotion interviews.
The Teachers Service Commission (TSC) has established a standardised scoring system to objectively assess candidates during promotion interviews to ensure merit-based advancement.
The scoring system considers factors such as stagnation, ratings in performance appraisal and development (TPAD), age, involvement in co-curricular activities such as games, drama, and music, as well as existing vacancies. Other considerations include gender representation in school administration, affirmative action for Persons with Disabilities (PWDs), and progressive promotions in ASAL and hard-to-staff areas.
According to TSC, teachers who have served in acting institutional administrative roles receive additional marks.
Acting Teachers Service Commission CEO Eveleen Mitei.
“The marks are allocated to teachers who took on acting roles or performed administrative duties, such as principal, headteacher, deputy principal, and deputy headteacher positions,” TSC said in a submission to the National Assembly Education Committee, which is investigating the criteria used in recent promotions following public outcry.
The Commission noted that the duration of time spent in acting roles significantly influences the allocation of marks – those who served longer receive more marks. This aims to acknowledge the level of responsibility handled during their acting tenure.
Additionally, teachers who have remained in one job grade for an extended period are awarded higher scores than those who have served for a shorter duration in the same grade, in a bid to recognise commitment and dedication.
“Teachers with higher scores on TPAD receive higher overall scores in the promotion evaluation. This criterion ensures that teachers who consistently excel receive appropriate recognition and rewards,” TSC said.
Teachers in older age brackets score higher than their younger counterparts. For instance, teachers aged 55 and above receive higher scores than those aged between 50 and 54, who in turn score more than those aged 45–49. This tiered approach aims to value experience and maturity.
TSC also evaluates teachers’ contributions in co-curricular activities at various levels of competition.
“Teachers who have guided learners to international competitions in sports, drama, or music are scored higher than those whose pupils succeeded at the national level,” the Commission explained.
Promotion vacancies are distributed based on availability across different levels. The TSC also prioritises posting female teachers as heads of girls’ schools to serve as role models, while ensuring gender balance in mixed schools.
For PWDs, the Commission has implemented a policy to achieve at least five per cent representation in each promotion cycle, in line with national disability inclusion frameworks. In the 2024/2025 financial year, TSC promoted 1,275 PWD teachers, accounting for 5.049 per cent of the total.
In ASAL and hard-to-staff areas, the TSC is implementing progressive promotions in accordance with clause 9.3 of the 2021–2025 CBA.
