Teacher Transfers and their Influence on Students’ Academic Achievement in Public Secondary Schools in Kakamega County, Kenya

Abstract

Teacher transfers are historical occurrences in education systems, yet their effects on teacher stability and curriculum coverage remain significant. The focus of this study was to assess the influence of teachers’ transfers on students’ academic achievement in public secondary schools in Kakamega County, Kenya. Objectives were to: determine teachers’ perceptions of transfers, establish their satisfaction with the working environment, assess the effects of controlling transfers, evaluate the contribution of teacher retention, and examine the influence of teacher involvement in transfer management on academic performance. The study was anchored on the Education Production Function Theory (EPFT), Theory of Constraints (TOC), and Social Exchange Theory (SET). The target population comprised 268 public secondary schools, 1,500 teachers, 268 principals, and one County staffing officer. A sample size of 30% was selected using simple random, stratified, and systematic sampling techniques. Data was collected through questionnaires, interviews, and document analysis. Validity was confirmed by research supervisors, while reliability was established at 0.7 for teachers and 0.89 for principals using the test-retest method. Frequencies and percentages were used to analyze quantitative data, while tables were employed for clear data presentation. Inferential statistics (correlation and regression) were analyzed via SPSS, Version 23. Key findings revealed that teachers perceived promotions (79% satisfaction), forced transfers, and denied transfer requests as major factors influencing academic performance. Controlling transfers improved teacher stability, with 75% of teachers reporting reduced living costs and better family proximity, enhancing classroom attendance. Retention analysis showed that 59% of teachers left voluntarily, while 31.7% exited involuntarily, indicating a link between job satisfaction and performance. Teacher involvement in transfer decisions increased satisfaction (0.869 correlation), whereas denied applications negatively impacted performance (0.344 correlation). The study recommended the need for balanced transfer policies that consider teachers’ needs while meeting institutional demands such that posting teachers closer to their homes and involving them in transfer decisions can enhance job satisfaction and academic outcomes based on the findings. The findings contribute to policy discussions on teacher management and educational productivity in Kenya.