From B5 to C5: Why Many Teachers May Never Climb the Professional Ladder.
For decades, employment under the Teachers Service Commission (TSC) has been considered one of the most secure and respectable career paths in the public sector. But for thousands of Kenyan teachers, what started as a journey of service and academic commitment has turned into a long and frustrating wait — with many stuck in the same job group for years, some even decades.
The professional ladder within the TSC is clear — from entry-level B5 to the top at D5 for school heads. But for a growing number of teachers, the climb stops almost as soon as it begins. For those in B5 to C5, the path to career advancement is increasingly blocked by structural, financial and procedural hurdles that undermine the principle of merit-based progression.
The Career Progression Guidelines (CPG) introduced in 2018 to streamline promotions in the teaching profession were meant to create a transparent and performance-based system. In practice, however, the CPG has become a source of contention. Despite teachers upgrading their academic qualifications, accumulating years of experience and successfully attending promotion interviews, many are stuck.
Simon Karanja, a Grade C2 teacher in Nakuru, is a case in point. After 27 years at P1, he only got promoted after petitioning constitutional offices including the Ombudsman and the Speaker of the National Assembly. “By the time the promotion came, the damage was already done. Morale was gone,” he says.
His story is similar to that of Florence Wanjiru who has been in C2 since 2015 despite three attempts at promotion. “We are expected to manage 300 learners across multiple streams — but with no recognition, no upward mobility. It’s a system that breaks you slowly,” she says.
B5 to C5: Why Many Teachers May Never Climb the Professional Ladder.
1. Lack of Clear Promotion Criteria
Many teachers report that promotion decisions are not clear. While the TSC cites performance appraisals and professional development as criteria, teachers do not get feedback after unsuccessful interviews — making it hard to know what went wrong or how to improve.
2. Budgetary Bottlenecks and Structural Constraints
In May 2025, the TSC confirmed before Parliament that 1,864 teachers who had passed promotion interviews were not promoted due to lack of budgetary allocation. While 23,388 teachers were promoted, the shortfall shows that promotions are no longer about merit alone — but about budget.
This is especially painful for teachers like Judy Mwema who invested so much in further studies. “I have a degree, I’ve applied for 11 years, received 14 rejection letters. I’m still in C1. I took a loan for school and I’m still paying it back,” she says.
Lawmakers have since raised concerns about the objectivity and fairness of the current promotion structure. Some have asked for the revival of the old Schemes of Service which tied progression to academic qualifications and years of service not budget and performance appraisals.
3. Ethnic, Regional or Political Bias
There are growing allegations — both anecdotal and from stakeholders — that ethnic affiliations or regional favoritism may influence promotion decisions especially in competitive interviews. Teachers from minority or politically unfavored regions may feel systematically sidelined.
4. The Psychological and Professional Toll
Beyond the financial and procedural challenges, teachers are facing a psychological crisis. Many are teaching in overcrowded classrooms — 70 to 100 pupils per class — without professional growth or financial incentive, burnout is inevitable.
Several teachers say speaking out about systemic issues attracts retaliatory measures. Some claim the Teacher Wellness Office is being used to discredit vocal teachers under the guise of mental health evaluations. “Once you speak out, they try to retire you on mental grounds. I’ve been there,” says Mr. Karanja.
Years of unsuccessful applications can lead to demotivation and disengagement where qualified teachers eventually stop applying altogether, believing the system is rigged or unresponsive.
5. Limited Positions in Higher Job Groups
Promotion is not just about merit — it also depends on the availability of vacancies in higher job groups. In many schools C4, C5 and D1 positions are already occupied for long periods, leaving no room for upward mobility unless someone retires, is transferred or resigns.
6. Administrative Delays and Systemic InefficienciesSome promotions are delayed for years due to administrative backlogs, mismanagement or changing policies. Even when teachers qualify and pass interviews, letters may be delayed and postings may not follow up in time.
7. Favoritism and Nepotism
Anecdotal evidence shows that in some cases personal connections within TSC or the local education office can influence promotions. Teachers without these connections may be overlooked despite their qualifications and performance.
8. Incomplete or Outdated Teacher Data
Some teachers miss out on promotions because their online profiles (on TSC’s Teacher Management Information System – TMIS) are incomplete or outdated. Others report technical hitches that prevent them from applying altogether.
9. Age-Related Discrimination
Some teachers below 45 or 50 are not promoted, with priority given to those nearing retirement, possibly to boost their pension benefits. This discourages early- and mid-career teachers from investing in professional development.
10. Changes in Policy Midstream
Many teachers upgraded their qualifications under the Schemes of Service only for the system to change midstream to CPG. This policy shift disadvantaged those who had invested based on the old framework and were never transitioned or compensated fairly.
11. Subject or Level of Teaching Not Prioritized
Some promotions are skewed towards certain subjects (e.g. sciences, languages) or levels (e.g. secondary over primary). Teachers in lower-demand areas or primary schools have fewer promotional opportunities despite meeting all qualifications.
Impact on Learner Outcomes
The stagnation is not without consequences for learners. Research globally shows a strong link between teacher motivation and student performance. Teachers who feel unsupported, underappreciated and overworked are less likely to perform optimally — a fact that has direct implications for the quality of education in public schools.
“Motivation is no longer intrinsic. We survive on side hustles now,” says Ms. Mwema who supplements her income through private tutoring. “If nothing changes, more teachers will continue looking outside the classroom for financial and emotional stability.”
Read Also: Stalled at C1, C2 and C4: Why Thousands of Teachers Are Still Waiting for TSC Promotion
Is Reform Possible?
Stakeholders — teacher unions, Parliament and civil society — are increasingly calling for urgent reforms in TSC’s promotion framework. Key proposals include:
- Ring-fenced funding for promotions in annual budgets;
- Revised guidelines that account for both academic and service-based merit;
- Transparent scoring criteria for applicants;
- Independent oversight for appeals and complaints in the promotion process.
The journey from B5 to C5 was designed to reflect a teacher’s growth in experience, contribution and qualification. But for many it has become a theoretical pathway rather than a lived reality.
If left unaddressed, the continued stagnation of thousands of deserving teachers will undermine the entire public education system — demotivating the very people entrusted with shaping the country’s future.
From B5 to C5: Why Many Teachers May Never Climb the Professional Ladder.
