TSC defends promotion criteria amid scrutiny, citing fairness and inclusivity

Age, performance appraisals and contributions to co-curricular activities are among key factors that the Teachers Service Commission (TSC) uses to assess teachers during promotion interviews.

In a submission to the National Assembly Education Committee, TSC revealed that it has adopted a standardised scoring system aimed at ensuring merit-based advancement during promotion interviews.

The system is designed to objectively evaluate candidates based on a range of performance and demographic indicators, as part of efforts to promote fairness and accountability.

The TSC said it considers multiple elements during assessment, including stagnation in the same job group, ratings in the Teacher Performance Appraisal and Development (TPAD), age, and participation in co-curricular activities such as games, drama, and music. Existing vacancies and gender representation in school leadership are also taken into account.

“The marks are allocated to teachers who took on acting roles or performed administrative duties, such as principal, headteacher, deputy principal and deputy headteacher positions,” the commission said.

Teachers who have served in acting capacities are awarded additional points, with the duration of their service significantly influencing the score, those who served longer receive more marks. This, according to the TSC, acknowledges the level of responsibility carried by the individuals during their acting tenures.

Job grade duration

The commission further noted that teachers who have remained in one job grade for a long time are awarded more marks than those with shorter durations, in recognition of their consistency and loyalty to the service.

“Teachers with higher scores on TPAD receive higher overall scores in the promotion evaluation. This criterion ensures that teachers who consistently excel receive appropriate recognition and rewards,” the commission said.

Age is another critical determinant, with the TSC noting that older teachers are given higher scores than their younger counterparts.

Teachers aged 55 and above score the highest, followed by those aged 50–54, and then those aged 45–49. TSC noted that the age-tiered system is meant to reward experience and maturity in the teaching profession.

Teachers’ contributions to co-curricular activities also weigh heavily in the evaluations.

“Teachers who have guided learners to international competitions in sports, drama, or music are scored higher than those whose pupils succeeded at the national level,” the commission said.

Gender equity

Promotion opportunities are distributed based on availability across different levels. However, the commission emphasised that it also considers gender equity, including prioritising the appointment of female teachers as heads of girls’ schools to serve as role models. It also seeks gender balance in mixed schools.

Affirmative action measures are also in place to support teachers with disabilities.

“The commission has implemented a policy to achieve at least five per cent representation in each promotion cycle, in line with national disability inclusion frameworks,” TSC said.

In the 2024/2025 financial year, the commission promoted 1,275 teachers with disabilities, accounting for 5.049 per cent of all promotions during the period.

The TSC also confirmed that in arid, semi-arid and other hard-to-staff areas, progressive promotions are being applied in accordance with clause 9.3 of the 2021–2025 Collective Bargaining Agreement (CBA).

The disclosure comes amid ongoing public outcry and parliamentary scrutiny over the transparency of the Commission’s recent promotion processes.