Rising ethnic tensions at Kenyatta High School in Mwatate have sparked concern among education stakeholders after opposition emerged against the school’s new principal, Dominic Maingi.
Sources within the community and the school say the dispute has moved beyond routine administrative disagreements, with critics focusing on Maingi’s ethnic background rather than his professional credentials—raising fears of political interference and ethnic mobilisation in a public institution.
How the Dispute Unfolded
Maingi was transferred to Kenyatta High School last year through established Ministry of Education procedures. Education officials say the posting followed standard deployment processes and did not involve lobbying or political sponsorship.
Soon after he reported to duty, resistance began to surface. Some local voices reportedly questioned his suitability to lead the school, citing his origin outside the local Taita community. Observers say the debate quickly shifted from performance and policy to identity.
Education stakeholders warn that such framing risks undermining national values enshrined in the Constitution, which requires public institutions to operate on merit and inclusivity.
Allegations Raised Against the Principal
Those calling for Maingi’s removal have cited a range of administrative concerns, including:
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The alleged engagement of an individual identified as Juma as a handball coach
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Claims that the coach supervises subordinate staff
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Concerns over construction and painting works during the December holidays
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Objections to the expansion of the principal’s office
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Complaints about rapid restructuring of internal departments
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Claims of changes to academic portfolios and staff deployment
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Allegations that students remained in school during the December holiday without adequate communication
Education experts note that each allegation requires independent verification through established mechanisms such as the Teachers Service Commission, school boards, and ministry audits—rather than public pressure campaigns.
Political Pressure Raises Stakes
Sources allege that local political involvement has intensified the dispute. Danson Mwashako has publicly supported calls for leadership changes at the school, a stance critics say has emboldened hardline positions.
Meanwhile, Hamis Chome has not issued a public statement, prompting mixed reactions among parents and teachers who have urged restraint and dialogue.
Education analysts warn that political pressure on school leadership often destabilises learning environments and erodes trust among staff and students.
A Cautionary Parallel
Observers have drawn comparisons with leadership disputes at Moi University, where ethnic and political pressure previously influenced top appointments. The university later faced prolonged instability, student unrest, and reputational damage.
Former Vice-Chancellor Laban Ayiro, who later moved to Daystar University, has been cited by commentators as an example of how leadership disputes can have long-term institutional costs.
Impact on Learners and Staff
Education stakeholders stress that the immediate victims of prolonged disputes are students and teachers. National schools, they argue, are public assets meant to serve learners from all communities and should be insulated from ethnic and political contestation.
Parents interviewed expressed concern that uncertainty at the top could affect discipline, academic planning, and student welfare.
Call for Due Process
Legal and education experts urge that any complaints against the principal be handled through due process, including formal investigations and administrative reviews. They caution that ethnic mobilisation risks setting a precedent that could undermine professionalism across the education sector.
As the situation unfolds, the focus, observers say, should remain on learner welfare, institutional stability, and national cohesion.