EMPLOYEE TRANSFER'S EFFECTS ON SECONDARY SCHOOL ACHIEVEMENT

CHAPTER ONE

INTRODUCTION

1.1     BACKGROUND TO THE STUDY

Many projects to update education and maximize student learning have been considered in most schools throughout the world during the last decade. The foundation for such advances is cognitive psychology and constructivism, which should eventually lead to strong learning settings where instructors and head teachers are transferred from one school to another for the benefit of the education system (Feng, 2003). Such learning environments attempt to achieve the fundamental aims of modern education in terms of high-quality information acquisition, problem-solving abilities, self-directed learning skills, and knowledge and skill transferability. Several characteristics of a powerful learning environment design have been described in the literature, including active knowledge construction, gradual transfer of responsibility, particularly among teachers who are transferred from one school to another, and complex and realistic learning tasks (Könings, 2005). Teaching is a reasonably significant career in the world. Given the significant role that teachers play in the education sector, teacher quality is the most critical educational input in determining student accomplishment. However, it has been noted that teaching is becoming more of a "employment," with relatively high flows in and out of the classroom. The high incidence of teacher turnover has a detrimental influence on school reform initiatives because it disturbs instructional consistency and continuity (Sass, 2008). Teacher mobility is often related with teacher transfers or job changes, with the latter being closely linked to school teacher attrition (Kreig, 2006). If high-quality teachers, for example, have transferrable talents that are coveted in other fields, attrition will diminish average teacher quality. Given that this is a global problem, governments all around the world are putting in place rules and incentives to help limit the situation (Mulkeen, 2005). Because a teacher is one of the most important aspects of the educational system. He or she is the central character in any educational program. His/her presence ensures that the program is completed. Nothing influences children' success more than the quality of their instructors, according to researchers and school officials. Each teacher is unique in terms of personality, attitude, and talents, as well as their commitment to their career and purpose. Some instructors have only a basic understanding of their vocation, while others have a broad understanding. Some of them may have advanced degrees, while others may only have the bare essentials. Some instructors like to educate using a top-down approach, while others prefer to utilize a bottom-up approach in the classroom (Aang, 2004). When they all have to teach the same topic to the same pupils in the same session, all of these variances become tough to manage. Changing teachers frequently throughout a session is seen to be detrimental to academics. When a teacher is transferred during the academic year and his successor takes a long time to fill, the situation becomes much worse. Furthermore, the new instructor does not have to have the same mindset as the prior one (Ferro, 2002). When a teacher receives a promotion or is transferred to another department in a public school, this creates a quandary. This scenario has become further developed. When a teacher is transferred to a new post, it is sometimes done at the request of the instructor, and sometimes it is done by administrative action. When a student requests a transfer, it creates a chasm or a chain of issues for the school administration, the instructor, and the students.

1.2     STATEMENT OF THE PROBLEM

Despite the fact that secondary school administrators have organized seminars, training, and workshops and have implemented human resource policies in order to have competent teaching staffs who can provide good services to pupils in terms of teaching, the performance of students in secondary schools has been consistently poor due to the rate of employee transfers (Mulkeen, 2005). For the time of beginning a year, the average total school term employment transfer rate has been recorded to be 4%. When comparing rates across time, however, there are significant differences. Bad working conditions, job dissatisfaction or the pursuit of another job, dissatisfaction with administrative support, political propaganda, religious propaganda, a lack of transportation allowance, and poor employee behavior may be among the school employees transfer reasons from one school to another, moving to get a better teaching or working assignment, from these important reasons in their decision to move or take transfer and thus  (Armstrong, 2006).

1.3     OBJECTIVE OF THE STUDY

The primary goal of this study is to determine the impact of employee transfers on secondary school performance. More specifically, the study aims to:

i. Determine the factors that influence employee transfers in secondary schools; and ii. Determine the factors that influence employee transfers in secondary schools.

ii. Examine the impact of personnel transfers on the performance of secondary schools.

iii. Investigate the impact of employment transfers on student achievement.

1.4     RESEARCH QUESTIONS

i. What are the factors that influence employee transfers in secondary schools?

ii. What is the impact of personnel transfers on the performance of secondary schools?

iii. What are the impacts of employment transfers on student achievement?

1.5     SIGNIFICANCE OF THE STUDY

The outcomes of this study will assist the Ministry of Education in understanding personnel transfers in order to minimize negative impacts on schools and implement educational reforms. And to design regulations that will reduce needless personnel transfers, alleviate negative consequences, and thereby improve school performance and administration. The study will also be useful for school administrators in helping them understand that high performance should be rewarded for retail talented employees. The research also aids subject instructors in obtaining information that may be of interest to them in order for them to continue at school. Students in the classroom should be aware that if staff transfer to their school, their performance would suffer. This will be accomplished through the collection of vital information data that will be used to govern the educational sector as a whole.

1.6     SCOPE OF THE STUDY

The impacts of transfer on administrative performance of teachers in government secondary schools were explored in this study. As a result, the study looked into how overstay, requested, and promoted kinds of transfer affect administrative performance of head teachers. As a result, the study will take place in a specific secondary school.

1.7     DELIMITATION OF THE STUDY

Obtaining funding for general research activity will be difficult over the course of studies. Correspondents may also be unable or unwilling to complete or submit the questionnaires that have been sent to them. However, it is expected that these limits will be overcome by making the greatest use of existing resources and devoting more time to research than is required. As a result, it is firmly considered that, despite these constraints, their impact on this research report will be small, allowing the study's purpose and importance to be met.