Dr Nancy Njeri Macharia’s tenure as the Chief Executive Officer (CEO) of the Teachers Service Commission (TSC) has been a defining era in Kenya’s education sector.

Appointed in June 2015, Dr Macharia became the first woman to hold this influential position, steering the commission through a period marked by significant reforms and considerable challenges.

Over her years at the helm, she has overseen transformative initiatives aimed at professionalizing the teaching service, enhancing teacher welfare, and integrating technology into TSC operations. However, her leadership has not been without controversy, drawing both praise and criticism from education stakeholders and teachers alike.

As her tenure comes to an end, a balanced reflection on her achievements and shortcomings provides valuable insights into her legacy and the future of teacher management in Kenya.

Career Background

Before her appointment as CEO of TSC in 2015, Dr. Macharia built an impressive career within the commission, rising through the ranks with a blend of competence and diligence. She initially served as a teacher, gaining firsthand experience of the challenges faced by educators in Kenya.

Her expertise and leadership potential soon saw her transition to administrative roles, where she served as the Director of Teacher Management. In this capacity, she was instrumental in shaping policies on teacher recruitment, deployment, and professional development.

Dr Macharia’s ability to handle complex administrative tasks with efficiency earned her a reputation as a results-oriented leader, setting the stage for her eventual appointment as CEO. Her career trajectory is a testament to her unwavering commitment to improving the quality of education in Kenya.

Achievements (The Scores)

During her tenure as the CEO of the TSC, Macharia spearheaded significant reforms in teacher management aimed at enhancing efficiency and professionalism in the education sector.

One of her notable achievements was streamlining the recruitment, promotion, and deployment of teachers to address staffing gaps in both urban and marginalized areas. By adopting a merit-based recruitment system, she ensured that only qualified and competent educators entered the teaching force.

Additionally, Dr Macharia introduced the Teacher Professional Development (TPD) program, a mandatory continuous training initiative designed to equip teachers with modern pedagogical skills and adapt to the evolving demands of education. Despite some resistance, this program underscored her commitment to professionalizing teaching in Kenya.

Embracing digital transformation was another cornerstone of Dr Macharia’s leadership. She led the introduction of online services that revolutionized teacher registration, payroll management, and the processing of leaves and transfers.

The automation of these services not only reduced delays but also minimized cases of fraud and manipulation in teacher management processes. Her push for digitization simplified administrative procedures, making it easier for teachers to access essential services remotely, thereby enhancing transparency and efficiency within the TSC.

Dr Macharia also made commendable strides in enhancing teacher welfare. Recognizing the challenges faced by educators, she championed initiatives to improve remuneration and expand benefits, including comprehensive health insurance covers under the TSC Medical Scheme.

Her leadership saw the implementation of policies aimed at promoting teachers’ mental health and well-being, addressing the pressures and stress associated with the teaching profession. These measures contributed to boosting teacher morale and retention across the country.

In promoting quality education, Dr. Macharia worked closely with the Ministry of Education to support the roll-out of the Competency-Based Curriculum (CBC). Her efforts focused on equipping teachers with the necessary skills to deliver the new curriculum effectively. By emphasizing continuous professional development and competency-based assessments, she sought to align teaching standards with global best practices. Her role in these initiatives underscored her commitment to improving learning outcomes for Kenyan students.

Moreover, Dr Macharia’s tenure was marked by a focus on policy and institutional development. She played a vital role in establishing policies that promoted gender equity and inclusivity within the teaching workforce. Her leadership saw an increase in the representation of women in leadership positions within TSC and a stronger emphasis on fair and transparent policies. These achievements not only highlighted her forward-thinking approach but also set a solid foundation for a more inclusive and professional teaching service in Kenya.

Challenges Faced (The Misses)

Despite her notable achievements, Dr Macharia’s tenure as the CEO of TSC was not without its share of controversies and challenges. One of the most contentious issues was the implementation of the TPD program.

While the initiative was intended to enhance teachers’ skills and professionalism, it faced significant backlash from educators and unions alike. Critics argued that the cost of the program, which was to be borne by teachers themselves, was prohibitive, especially for those earning lower salaries.

Furthermore, concerns were raised about the relevance and practicality of the training modules, with many teachers feeling that the program’s design was out of touch with the realities of the classroom. The resistance to TPD exposed the gaps in stakeholder engagement and highlighted the challenges of implementing reforms without adequate consultation and support.

Another major challenge that marked Dr Macharia’s leadership was the issue of teacher shortages and the controversial delocalization policy.

The deployment of teachers, particularly in marginalized and remote areas, remained a persistent problem. Although the TSC sought to address these shortages through targeted recruitment and deployment, the results were often inadequate to meet the growing demand.

The delocalization policy, aimed at promoting national cohesion and balancing teacher distribution, was met with fierce opposition. Many teachers decried the policy for disrupting family life and causing emotional and financial strain, leading to widespread discontent and petitions for its reversal. The uproar underscored the complexities of balancing policy objectives with the welfare of educators.

Dr Macharia’s tenure was also characterized by strained industrial relations with key teachers’ unions, including the Kenya National Union of Teachers (KNUT) and the Kenya Union of Post Primary Education Teachers (KUPPET).

The relationship between TSC and these unions was often turbulent, marred by strikes and disputes over the implementation of Collective Bargaining Agreements (CBAs). Unions accused the commission of reneging on salary increments and allowances agreed upon in the CBAs, leading to legal battles and industrial action that disrupted learning across the country. The frequent standoffs revealed underlying tensions in wage negotiations and pointed to a need for more collaborative and transparent dialogue between TSC and teachers’ representatives.

These challenges highlighted the complexities of managing a large and diverse workforce within the education sector. While Dr Macharia’s policies aimed at improving professionalism and efficiency, the controversies and resistance they sparked underscored the importance of stakeholder engagement, sensitivity to teachers’ welfare, and the need for pragmatic approaches in policy implementation.

Legacy and Impact

Insights from education stakeholders and teachers paint a nuanced picture of Dr Macharia’s impact. Many school administrators lauded her for streamlining administrative processes, which they believe brought order and predictability to teacher management. Education policy experts also credited her with laying a foundation for a more accountable and transparent TSC, particularly through her push for digitization and merit-based recruitment.

However, a significant portion of teachers expressed dissatisfaction with what they perceived as a top-down high handed approach to policy decisions, often without sufficient consultation or consideration of the realities faced by educators.

As the education sector looks forward to Dr Macharia’s replacement, her legacy offers valuable lessons on the importance of balancing ambitious reforms with inclusive and consultative leadership.

In my assessment as a former CEO, Dr Macharia’s legacy stands out tall and will be engraved in Kenya’s history of education for many years.

The Author is a Professor of Chemistry at University of Eldoret, a former Vice-Chancellor, and a Quality Assurance Expert.