Public Primary Schools in Nairobi Adopt New Teachers’ Support Model

Public primary schools across the capital are embracing a revamped support framework for educators, launched by the Teachers Service Commission (TSC) and the Kenya Primary Schools Heads’ Association (KEPSHA). Under the new model, teachers benefit from structured peer-mentoring, ongoing professional development modules and a streamlined performance-appraisal mechanism. The initiative is aimed at enhancing instructional quality, teacher morale and learner outcomes amid key reforms in Kenya’s education system.
At the core of the programme is a three-tier cascade training model and improved appraisal processes, drawn from the recently revised Teacher Performance Appraisal & Development (TPAD) tool. Teachers in Nairobi now attend cluster-based workshops, receive mentorship from champion teachers and are evaluated more regularly on classroom delivery and learner-engagement strategies. The County Education Department has partnered with publishers and curriculum specialists to equip schools with teacher-friendly guides and learning-materials. One Eastlands school head-teacher said the initiative finally gives our staff a straightforward path to grow professionally and support our classroom goals.
Education stakeholders have responded positively, noting that the support model addresses long-standing concerns about heavy workloads, limited training and weak feedback systems. Teachers interviewed in Nairobi reported increased confidence and willingness to try innovative teaching methods. However, analysts caution that the model’s success will depend on how fast it scales into under-resourced schools—especially those in informal-settlement zones where teacher-workload remains extremely high and infrastructure inadequate.
Looking ahead, KEPSHA and county officials plan a phased rollout of the teacher-support scheme across all 17 sub-counties of Nairobi by the end of 2026. The next phase involves integrating digital-learning platforms for teachers, peer-review clusters, and real-time data-tracking of teacher-effectiveness and student performance. If implemented fully and equitably, the model could become a national benchmark for supporting teachers and strengthening primary education in Kenya’s urban schools.