| dc.description.abstract | This study set out to examine the relationship between transfers and teachers’ performance in government aided secondary schools in Wakiso District. The main concern of the study was that even with well thought out forms of transfers, performance of teachers in secondary schools in Wakiso remained poor. The specific of objectives of the study were; to establish the effects of voluntary transfers on teachers’ performance, to establish the effects of routine transfers on teachers’ performance and to establish the effects of forced transfers on teachers’ performance in Wakiso District, Uganda. A descriptive cross-sectional survey design was used with application of quantitative and qualitative study approaches. A population of 311 respondents comprising of Headteachers and teachers were sampled. However 286 members of the sampled population from eight out of 22 government’s USE and non-USE schools participated in the study. The study established a weak positive relationship between voluntary transfers and performance of teachers(r =-0.238, p=0.000<0.000).Study also revealed a weak negative relationship between routine transfers and performance of teachers(r =-0.127, p=0.000<0.005).Equally, the study indicated a significant negative relationship between forced transfers and performance of teachers(r =-0.189, p=0.000<0.005). The study concluded that; voluntary transfers enhance innovativeness of teachers as well as their performance, routine transfers equally enhance teachers’ innovativeness but it does not necessarily improve their performance. Forced transfers do not provide teachers motivation to innovation and improved performance, therefore should be discouraged or avoided where possible. The study recommended that; voluntary transfers should be used to enhance innovativeness of teachers for better performance. Routine transfer of teachers is generally a good policy in terms of performance and that the MOES is justified to transfer overstayed teachers. Forced transfers do not enhance innovativeness of teachers, as well as their performance and as such MOES should desist from applying it where possible. | en_US |
