Perception of Teachers towards their Transfers on Students’ Academic Achievement in Public Secondary Schools in Kakamega County

Abstract

Teachers’ transfers are historical occurrences in education. However, such transfers may have different effects on teacher stability and curriculum coverage. The focus of this study was to assess the perception of teachers towards their transfers on students’ academic achievement in public secondary schools in Kakamega County. Education Production Function Theory (EPFT), Theory of Constraint (TOC) and Social Exchange Theory (SET) were found to be relevant for the study. The target population was 268 public secondary Schools, 1500 teachers, 268 principals and one (1) County staffing officer. The sample size of 30% of the population was deemed to be adequate for the study. The sampling techniques used were; simple random sampling, stratified sampling and systematic sampling. Data collection procedures were done with the help of administering questionnaires to respondents, document analysis and interview schedules were the major principal instruments used. Validity of research instruments was done with the help of two university research supervisors from Kisii University. Reliability of index 0.7 for teachers and 0.89 for principals was obtained using test retest approach. Data presentation was done with the help of tables. Descriptive statistics were used for analysis of quantitative data with results presented in frequencies and percentages. Inferential statistics were used for analysis of qualitative data. Qualitative data involved correlation and regression analysis which formed a basis for evaluation of theories under study. Statistical Package for Social Sciences (SPSS) version 23 was used for data analysis. Findings showed that 77 percent of teachers perceived that denial of transfers to those who may have applied was common. It was concluded that forced transfers were all factors that affected academic achievement of students in secondary schools in the County and this meant that they could not be ignored by the relevant authorities concerned with staffing of teacher in the County. The study recommended for the need to strike a balance between the needs of the teachers and those of the employer such that there should be posting of teachers either to their home areas or in areas close to their homes for easier accessibility to their families.

Effects of Teachers’ Distribution and Transfer on Student’s Academic Performance in Public Day Secondary Schools in Naivasha Sub-County, Kenya

“…These findings suggest that teachers perceive a direct link between teacher distribution and transfer practices and students' examination performance. These results align with a study by Angote et al (2023), which found that teacher transfers in public secondary schools in Kakamega County had a significant impact on students' academic achievement.…”

Effects of High Frequency of Examinations on Curriculum Implementation in Kakamega County, Kenya

“…The primary objective of education in Kenya is to provide individuals with the necessary knowledge, skills, values, and attitudes that empower them to actively contribute to the advancement of social and economic development (Angote et al, 2023). The provision of quality education equips learners with the necessary skills to effectively contribute to the labour market and maintain productivity.…”

“…Moreover, Angote et al (2023) contend that when the focus shifts from self-regulated learning to test scores, students tend to place excessive importance and exert excessive effort on examinations. Furthermore, Angote et al established that examinations have a detrimental impact on student's motivation and learning due to the excessive emphasis placed on scores as the ultimate outcomes and assessments of students' abilities.…”

Enhancing Teacher Motivation: Leadership Strategies in Panabo City Public Senior High Schools

“…However, public school teachers often face challenges such as heavy workloads, resource constraints, and lack of recognition, impacting their motivation levels. [1][2][3] Research on learner achievement shows that teachers significantly impact student achievement (See Darling-Hammond, 2000; Palardy and Rumberger, 2008; and Blazar and Kraft, 2017). To improve student learning outcomes, it is also necessary to understand teachers' many settings and motives that make them good conduits for students' future achievements and success.…”