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.
