Junior school teachers are intensifying their push for full administrative and professional autonomy, accusing KUPPET of abandoning the struggle. Here’s what is fueling the demand and the implications for Kenya’s education system.
Kenya’s junior school teachers are at a critical breaking point as the push for full autonomy gains momentum, igniting a fierce clash with the Kenya Union of Post-Primary Education Teachers (KUPPET). What began as quiet dissatisfaction has now escalated into an open rebellion driven by what junior school teachers describe as years of neglect, misrepresentation and abandonment.
At the centre of this dispute is one major aspiration: professional and administrative autonomy for Junior School (JS). Teachers within this level argue that their responsibilities, curriculum structure, workload and learner needs are distinct from secondary school dynamics, yet they continue to operate under systems that neither recognise nor support their unique role.
The Kenya Junior School Teachers Association (KEJUSTA), which represents more than 46,000 educators, has been vocal about this matter, insisting that autonomy is the only path toward meaningful career progression, improved learning outcomes and better school management. According to KEJUSTA Chairperson James Odhiambo, autonomy is not a mere preference—it is a necessity.
Odhiambo explains that the current structure creates confusion, inefficiency and inequitable distribution of responsibilities. Teachers claim that being lumped under secondary school departments has resulted in unclear job descriptions, stalled promotions, and heavy workloads without recognition. Many junior school teachers feel stuck in a system that does not reflect their professional needs.
KEJUSTA had initially approached KUPPET with hopes that the union would lead the fight for legal reforms and constitutional recognition of junior school as a standalone segment. However, their optimism quickly faded. Odhiambo reveals that KUPPET turned down requests to support a legal petition at the High Court—an action many teachers interpreted as a betrayal.
This legal initiative seeks to compel the government to establish clear administrative independence for junior school, complete with its own leadership, staffing protocols and promotion pathways. According to KEJUSTA, autonomy is the only way to address systemic inequalities and give junior school educators the respect they deserve.
The disappointment deepened when KEJUSTA presented a petition meant for forwarding to the National Assembly. Instead of advocating for the teachers, KUPPET reportedly stalled the process, claiming it first needed to consult with the Teachers Service Commission (TSC). To KEJUSTA members, this was further evidence that the union had shifted allegiance away from its own members.
Odhiambo notes that junior school teachers have been left “to fight alone” on an issue that directly affects their future. He argues that KUPPET’s sudden shift in tone signals reluctance to challenge systems that may threaten its institutional interests. The union’s failure to push aggressively for autonomy, he says, is precisely why teachers are now exploring alternative representation.
However, KUPPET leadership maintains that it has not abandoned junior school teachers. A senior official, speaking anonymously, insists that the union has consistently engaged with TSC and the government, but prefers dialogue over litigation. He notes that going to court is considered a final step, one that KUPPET has not yet found necessary.
He further argues that the union has created positions for junior school teachers in upcoming elections—an attempt to ensure representation from within. This, he says, counters the narrative that junior school teachers have been sidelined.
But KEJUSTA leaders believe these actions are reactionary and lack genuine commitment. They argue that representation offered during election cycles does little to correct structural problems that have persisted for years. Without autonomy, they say, junior school will remain trapped in an identity crisis that limits professional growth.
National Chairman Omboko Milemba recently disclosed that KUPPET plans to meet TSC to discuss issues affecting junior school teachers, including the confirmation of 20,000 interns into permanent positions and the creation of a fair promotion matrix. While these steps are welcome, critics believe they are long overdue.
The autonomy debate is no longer just a union dispute—it has evolved into a national conversation about the future of education in Kenya. Junior school teachers insist that autonomy is essential for building a strong foundation for learners transitioning from primary to secondary. Without proper structures, they argue, the competency-based curriculum (CBC) cannot function effectively.
As tensions rise, junior school teachers appear more determined than ever. Many believe autonomy is the key to unlocking better teaching conditions, equitable career advancement and institutional respect. The coming months may very well determine whether Kenya’s education system undergoes one of its most significant structural transformations in recent history.
