A storm appears to be brewing at Sahi Thika Girls Karibaribi after teachers reportedly raised concerns over what they describe as poor treatment, intimidation and a lack of consideration for their professional welfare during the ongoing examination period.
The teachers are allegedly being subjected to an uncomfortable working environment, with claims that summons and show-cause letters have become part of their daily experiences, leaving some feeling that they are being punished simply for carrying out their duties.
According to concerns being shared, the situation has reached a point where teachers feel they are not being treated with the dignity and respect they deserve as professionals.
One of the major issues raised revolves around the alleged failure to observe a Kenya National Examinations Council (KNEC) communication concerning teachers’ availability during the examination period.
The teachers claim that despite the communication, which they say provided for their release from regular teaching responsibilities during the examination period, they have continued being required to attend lessons every day.
Interestingly, the complaints suggest that the demands have not stopped even when teachers are supposed to have time for their own professional revision and preparation.
Some teachers reportedly had to continue teaching even on Friday, November 7, despite the concerns surrounding the examination timetable and the need to create adequate time for personal academic preparation.
The situation has allegedly left teachers feeling exhausted, frustrated and constantly under pressure, with little opportunity to attend to their individual professional needs.
Another concern raised is the alleged atmosphere of intimidation, with teachers claiming they have to remain constantly alert because of the possibility of receiving summons or show-cause letters.
The phrase ‘teachers on flight mode’ has been used to describe the alleged environment, suggesting that members of staff feel they must always be cautious about their actions and interactions to avoid attracting disciplinary attention.
The complaints have also raised questions about the role of teachers’ unions in protecting educators facing workplace challenges.
A particularly bitter remark accompanying the concerns suggested that teachers have no effective union representation to defend them or challenge what they consider unfair treatment.
The statement, ‘Kuleni hio utamu. You don’t have a union to defend you,’ captures the frustration expressed by those raising the allegations.
The situation has sparked wider conversations about the importance of professional dignity, reasonable working conditions and respect for teachers’ welfare in learning institutions.
Teachers play a central role in preparing learners for national examinations, but they also require adequate time, support and a conducive working environment to perform their responsibilities effectively.
If the allegations are established, questions may arise about whether the school’s administrative practices are consistent with applicable examination guidelines and employment procedures.
However, the claims remain allegations, and the school’s administration has not provided its side of the story in the information available.
There are growing calls for the relevant education authorities, school management and teachers’ representatives to examine the concerns and establish whether teachers are being subjected to unfair treatment.
Ultimately, the debate goes beyond one institution. It raises an important question: Who protects teachers when they feel that the very institutions entrusted with managing them are making their working lives unbearable?
