School holidays in Kenya are often seen as a time for rest and relaxation, especially for students. However, for many teachers, these breaks can be filled with challenges that make them less enjoyable than anticipated. Despite the opportunity to step away from their daily responsibilities, teachers in Kenya, particularly those in public schools and Board of Management (BOM)-employed positions, often face financial, social, and professional difficulties during the holiday periods.
One of the main reasons many teachers dislike school holidays is financial instability. Teachers working in public schools, especially those under BOM contracts, rely on their monthly salaries, which are structured around the school calendar. Unlike other professions that offer consistent salaries year-round, teachers may face delays in salary disbursements during holidays. Additionally, many teachers supplement their income through extra tuition and private coaching. However, with students returning to their homes during the holidays, the demand for such services diminishes, leaving teachers with reduced income opportunities. This situation is made even more challenging by the rising cost of living, making it harder for teachers to meet their financial obligations.
Contrary to the idea of holidays being a complete break, many teachers face additional workloads during this time. They are often tasked with administrative duties such as preparing lesson plans, grading exams, and creating teaching materials for the upcoming term. Furthermore, some teachers are assigned roles like invigilating national exams, such as the Kenya Certificate of Primary Education (KCPE) or Kenya Certificate of Secondary Education (KCSE), which extend into the holiday period. Teachers may also be called to attend meetings, workshops, or training sessions, leaving them with little time to truly unwind.
Professional development opportunities are also limited during the holidays. While this time could be used to enhance skills and knowledge, access to affordable and quality training programs is scarce. Many teachers are left with no structured way to advance their careers, leading to feelings of professional stagnation and dissatisfaction.
Moreover, the long school terms provide teachers with a structured routine, and the abrupt shift to holidays can be unsettling. For teachers, especially those in rural or remote areas, the holiday period may bring feelings of isolation and a lack of purpose. Teachers often travel to urban centers or back home, where the financial and emotional strain of meeting family and community expectations can add to the stress.
In conclusion, while school holidays are seen as a time for rest, for many teachers in Kenya, they are a period filled with financial difficulties, added work, limited professional growth, and social pressures. Addressing these challenges would require policy changes, better financial planning, and the establishment of support systems to help teachers make the most of their holiday breaks.
