Class periods were briefly interrupted at Mumias East, Kakamega County’s St. Gabriel Isongo Secondary School, following reports of parents attacking the school headmaster and forcing him out on the bogus pretext of persistently low KCSE results.
When the irate parents arrived at the school at eight in the morning, they were furious and rushed to principal John Wafula’s office, where they dismissed him and laid the blame for the poor performance of the school on his policy of sending students home on a regular basis.
Speaking to the news camera, one of the frustrated parents claimed that the Isongo Secondary School headmaster had been sending students home for as little as KSh 200 in arrears, wasting valuable time in which many of the pupils ended up becoming pregnant as a result of staying at home.
Only one student from Isongo Secondary School received a C+ on the 179 who took the KCSE exam last year, granting them straight admission to the institution. Enraged by the subpar performance, the parents asked the Teacher Service Commission (TSC) to appoint a new principal, threatening to fire the headmaster if he continued to work at the school.
Parents attacking teachers for poor results can be detrimental to the overall educational environment and the well-being of both students and educators. Here’s why:
First and foremost, it’s essential to recognize that education is a collaborative effort involving various stakeholders, including teachers, students, parents, and administrators. Blaming teachers alone for poor results oversimplifies the complex dynamics at play within the educational system. Teachers work within a framework shaped by curriculum requirements, resources available, and the diverse needs of students. While they play a crucial role in facilitating learning, they cannot single-handedly overcome all the challenges students may face.
Attacking teachers can create a hostile and demoralizing work environment. Teaching is already a demanding profession, requiring dedication, skill, and patience. When teachers feel unfairly targeted or criticized for outcomes beyond their control, it can lead to decreased morale, job dissatisfaction, and even burnout. This, in turn, can negatively impact the quality of teaching and ultimately harm student learning experiences.
Moreover, blaming teachers overlooks the importance of parental involvement in a child’s education. Research consistently shows that parental support and engagement significantly influence student achievement. Instead of placing blame, parents should strive to work collaboratively with teachers to identify areas where their child may need additional support and resources. By fostering a partnership between home and school, parents can help create a more conducive learning environment for their children.
Attacking teachers sets a poor example for children and undermines respect for authority figures. Children learn not only from what their parents say but also from how they behave. When parents model respectful and constructive ways of addressing concerns, they teach their children valuable lessons in conflict resolution and cooperation. Conversely, attacking teachers sends the message that it’s acceptable to shift blame onto others rather than taking responsibility for one’s own actions.
Furthermore, attacking teachers can have long-term consequences for the educational system as a whole. In an already challenging profession facing teacher shortages in many regions, the last thing we need is to drive talented educators away. When teachers feel undervalued and unsupported, they may be more inclined to leave the profession or avoid working in high-needs schools altogether. This exacerbates existing inequalities in educational access and quality, ultimately harming the most vulnerable students.
It’s also important to consider the potential legal implications of attacking teachers. In some cases, unfounded accusations or harassment by parents can lead to legal action against both individuals and school districts. This not only consumes valuable time and resources but also creates a divisive and contentious atmosphere that detracts from the primary goal of fostering student learning and success.
Instead of resorting to attacks, parents should approach concerns about their child’s education in a constructive and solution-oriented manner. This may involve scheduling meetings with teachers to discuss specific issues, seeking out additional support services or resources, or actively participating in parent-teacher organizations to advocate for positive change within the school community.
Ultimately, improving educational outcomes requires a collective effort and a willingness to address systemic challenges rather than placing blame on individual teachers. By fostering a culture of mutual respect, collaboration, and accountability, parents, teachers, and administrators can work together to create an educational environment where all students have the opportunity to thrive.
