‘Teach and Go Home’: The Phrase Taking Over Staffrooms Across Kenya.
For decades, teachers occupied a unique position in Kenyan society. Beyond delivering lessons, they served as mentors, counsellors, disciplinarians and parental figures to generations of learners.
Their authority extended beyond school compounds into the wider community. Teachers were respected voices whose guidance shaped character, instilled values and influenced the future of young people. Many went beyond their formal responsibilities by paying school fees for vulnerable learners, providing uniforms and learning materials, offering meals and supporting children facing difficult family circumstances.
Today, however, many educators say that role is steadily diminishing.
Across staffrooms and social media platforms, a phrase increasingly associated with the teaching profession has gained prominence: “Teach and Go Home.”
The slogan reflects a growing sentiment among teachers that their responsibilities should largely end once classroom instruction is completed. Increasingly, educators are distancing themselves from disciplinary matters, counselling roles and parental responsibilities, citing fears of legal consequences, professional sanctions and personal safety concerns.
The trend is emerging at a time when schools are grappling with rising cases of indiscipline, student unrest and incidents of arson, particularly in boarding institutions.
Teachers Cite Growing Risks
Several teachers interviewed from different parts of the country described what they consider a changing and increasingly challenging working environment.
A teacher in Mombasa, who requested anonymity for fear of victimisation, said some educators no longer feel protected when dealing with disciplinary cases.
“I wish parents knew their children. Some students are involved in criminal gangs. If you grade them poorly, they can threaten you outside school. In some classes, attendance has dropped significantly because after registering for examinations, many students disappear and engage in illegal activities.”
According to the teacher, many educators now avoid confronting learners involved in misconduct.
Another teacher from Kisumu echoed similar concerns.
“We are dealing with learners who know the system protects them. Many teachers simply avoid confrontation because they fear becoming targets.”
A teacher from Garissa said the “Teach and Go Home” culture has become increasingly common.
“Yes, we teach and go home. Nowadays many teachers do not care what happens after classes. Most do not even want to reside within school compounds. We teach and go home.”
Similar sentiments were expressed by a teacher from Nairobi, who described the current school environment as increasingly hostile.
“Students can easily set you up and the system will often support them. Many teachers have decided that it is safer to teach and go home.”
Another teacher from Garissa cited concerns over personal security.
“TSC is aware of what is happening, why can’t you ask them? We have terror marks in our bodies, you try disciplining a learner during the day, at night terror reigns on you. You remember what happened to our colleague who punished his learner, and he was murdered. Allow us to teach and go home.”
School Heads Raise Concerns
The National Chairman of the Kenya Secondary School Heads Association (KESSHA), Mr Willie Kuria, said many teachers have become reluctant to enforce discipline due to fears of legal and professional consequences.
“Teachers these days are not interested in issues of punishment because most of the time they end up getting into trouble. Many simply go to class, teach and go home because there are so many restrictions on punishment. We are grappling with too many don’ts.”
According to Mr Kuria, the abolition of corporal punishment and restrictions on traditional disciplinary methods have significantly altered the teacher’s role in managing learner behaviour.
“Any time you try to instill discipline, you find yourself on the wrong side of the law. Caning was abolished. Kneeling was abolished. There are so many restrictions that teachers are left with almost nothing. The only punishments remaining are minor tasks such as collecting litter or cleaning classrooms.”
Mr Kuria, who also serves as the principal of Murang’a High School, said parental reactions have further complicated disciplinary efforts.
“Parents quickly accuse teachers of mistreating their children and threaten legal action. Such threats have become common. Increased awareness of children’s rights has made many teachers hesitant to intervene.”
He argued that Boards of Management should be given greater authority to handle serious disciplinary cases.
“If teachers know that a learner who repeatedly disobeys school rules will face consequences through the Board of Management, they will feel supported. However, when schools discipline learners and they are immediately readmitted through external pressure, the authority of schools is undermined.”
Mr Kuria further stated that schools should retain the ability to expel persistently indisciplined learners within the framework of existing laws and regulations.
Young Teachers Point to Broader Challenges
Mr James Odhiambo, a Generation Z teacher, said the emergence of the “Teach and Go Home” culture reflects broader frustrations affecting the teaching profession.
“The slogan did not emerge in a vacuum. It reflects the changing realities teachers face today.”
According to Mr Odhiambo, teachers continue to shoulder significant responsibilities while operating under increasing pressure and declining support.
“There was a time when teachers were highly respected as second parents, mentors, counsellors and community leaders. Many still strive to play those roles. However, increasing workloads, large class sizes, administrative demands, policy changes, legal concerns and declining societal respect for teachers have gradually narrowed the space within which teachers operate.”
He argued that teaching has increasingly become defined by documentation requirements, performance targets and examination outcomes.
“The rain started beating us when teaching ceased to be viewed primarily as a noble calling and increasingly became a profession judged mainly by targets, paperwork and examination results.”
Mr Odhiambo also criticised administrative demands placed on teachers by the Teachers Service Commission (TSC).
“Teachers are expected to prepare numerous professional documents and reports while still handling teaching responsibilities. Yet many feel their remuneration does not reflect the workload and expectations placed upon them.”
He further observed that society has shifted additional responsibilities to schools while reducing the authority teachers once exercised.
“Teachers are expected to solve social problems, mentor learners and produce academic results, yet they receive less support than before. Many feel abandoned.”
Despite these challenges, he maintained that teachers continue to play a critical role in shaping learners’ lives.
“The difference is that they now do so under more challenging circumstances. Rather than asking why teachers have stopped being second parents, perhaps we should ask what support, respect, professional autonomy and fair remuneration teachers need in order to continue playing that vital role.”
Wider Societal Factors
A senior Teachers Service Commission official, who requested anonymity because they were not authorised to speak publicly, attributed the situation to broader societal challenges.
“We have seen elected leaders, especially MPs, attacking teachers in full glare of learners. What do you expect minors to do? Where are they copying these behaviours from? What should TSC do?”
According to the official, declining respect for authority within society has contributed to the difficulties teachers face in enforcing discipline and maintaining order in schools.
A Changing Professional Identity
The growing adoption of the “Teach and Go Home” approach reflects a significant shift in how many educators perceive their professional responsibilities.
While teachers continue to deliver academic instruction and support learner achievement, many are increasingly limiting their involvement in mentorship, counselling and disciplinary functions that traditionally defined the profession.
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As schools continue to confront cases of indiscipline, unrest and behavioural challenges, questions persist regarding the balance between protecting learners’ rights, safeguarding teachers and preserving the authority necessary for effective school management.
For many educators, the issue is no longer whether they care about learners, but whether the current education system still provides the support, protection and authority required for them to perform the broader role that once defined teaching in Kenya.
‘Teach and Go Home’: The Phrase Taking Over Staffrooms Across Kenya.
