English Teacher's Frustration: Teaching Maths and Science Instead

Teachers Across Kenya Raise Concerns Over Unfamiliar Subjects and Systemic Challenges

Junior Secondary School (JSS) teachers in Kenya are expressing growing frustration over being assigned to teach subjects they were not trained for during their college years. This issue has sparked widespread concern about training gaps, classroom effectiveness, and the overall quality of education under the new curriculum.

The grievances have been highlighted through nationwide demonstrations, where teachers have called for structural reforms, greater autonomy, and clearer career progression plans. These concerns point to deeper systemic issues affecting morale and performance within JSS institutions.

The Challenge of Teaching Unfamiliar Subjects

One teacher, who was trained in English, shared her struggle with being assigned to teach Integrated Science, which includes Physics—a subject she dropped in Form Two. "It is becoming a challenge when a teacher of English is told to teach something like Mathematics, Creative Arts, or something you were not taught in college," she said. "Myself, I am a teacher of English and I have taught Mathematics. Right now I am teaching Integrated Science which has Physics, a subject I dropped at form two. How am I supposed to teach that?" she questioned.

Another teacher, featured in a TikTok video, revealed that she now teaches Creative Arts and Christian Religious Education (CRE), handling nearly 50 lessons per week. Her colleague, who is tasked with Integrated Science, manages 40 lessons weekly. Both admitted to relying heavily on online resources like Google to prepare lessons and mark exams due to their unfamiliarity with the subjects.

“The problem with being a ‘mogul’ is you teach everything,” one teacher said, expressing frustration over the lack of specialization and support. This sentiment reflects a broader issue of unpreparedness and the pressure faced by educators who are expected to handle multiple subjects without adequate training.

Why Are JSS Teachers Demonstrating?

The demonstrations by JSS teachers are driven by a demand for clarity and structure. Educators are calling on the Ministry of Education and the Teachers Service Commission (TSC) to provide clear career guidelines that help them understand their professional hierarchy. They also insist that JSS institutions should be granted independence from primary schools, despite currently being hosted within them.

Teachers argue that JSS is not an extension of primary education and should be managed separately for better resource allocation and administrative clarity. Many cited friction and confusion caused by the current arrangement, where primary school headteachers serve as acting principals of JSS.

"When we talk about autonomy, we are talking about the JSS teachers who are demotivated. The environments where we work, there is a lot of confusion and friction from our counterparts from the primary wing," said a teacher.

The Need for Structural Reforms

The ongoing demonstrations reflect growing discontent among JSS educators, who feel demotivated and overwhelmed by the lack of structure and recognition in their roles. They believe that without proper support and clear career paths, their ability to deliver quality education will continue to suffer.

The call for autonomy is not just about administrative control; it is also about ensuring that JSS teachers receive the necessary training, resources, and respect they deserve. Without these changes, the challenges faced by educators will likely persist, affecting both their morale and the quality of education provided to students.

Conclusion

The situation highlights the urgent need for systemic reforms within the Kenyan education sector. Addressing the training gaps, providing specialized support, and granting JSS institutions the autonomy they require are essential steps toward improving the teaching environment and student outcomes. As the debate continues, the voices of JSS teachers remain a critical part of the conversation.