EMPLOYEE TRANSFER’S EFFECTS ON SECONDARY SCHOOL ACHIEVEMENT
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
During the last decade, many projects to update education and maximize student learning have been considered in most schools around the world. Cognitive psychology and constructivism serve as the foundation for such advances, which should eventually lead to strong learning environments in which instructors and head teachers are transferred from one school to another for the benefit of the education system (Feng, 2003). Such learning environments strive to achieve modern education’s fundamental goals 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 transferred from one school to another, and complex and multifaceted learning environments. Könings (2005) defines realistic learning tasks. Teaching is a respectable profession in the world. Given the importance of teachers in the education sector, teacher quality is the most important educational input in determining student achievement. It has been noted, however, that teaching is becoming more of a “job,” with relatively high flows in and out of the classroom. Teacher turnover has a negative impact on school reform initiatives because it disrupts instructional consistency and continuity (Sass, 2008). Teacher mobility is frequently associated with teacher transfers or job changes, the latter of which is closely linked to school teacher attrition (Kreig, 2006). If high-quality teachers, for example, have transferrable skills that are sought after in other fields, attrition will reduce average teacher numbers. quality. Given that this is a global issue, governments all over the world are putting rules and incentives in place to help limit the situation (Mulkeen, 2005). Because one of the most important aspects of the educational system is the teacher. In any educational program, he or she is the main character. His or her presence ensures the program’s completion. According to researchers and school officials, nothing influences children’s success more than the quality of their teachers. Each teacher is distinct in terms of personality, attitude, and talents, as well as dedication to their profession and purpose. Some instructors have a basic understanding of their profession, while others have a more comprehensive understanding. Some of them may have advanced degrees, while others may only have a high school diploma. Have only the bare necessities. Some teachers prefer to teach from the top down, while others prefer to teach from the bottom up in the classroom (Aang, 2004). All of these differences become difficult to manage when they all have to teach the same topic to the same students in the same session. Changing teachers frequently during a session is thought to be detrimental to academic performance. When a teacher is transferred during the school year and his replacement takes a long time to fill, the situation worsens. Furthermore, the new instructor is not required to adopt the same mindset as the previous one (Ferro, 2002). When a teacher in a public school is promoted or transferred to another department, it creates a quandary.
. This scenario has grown in complexity. When a teacher is transferred to a new position, it is done at the request of the instructor and at the discretion of the administration. When a student requests a transfer, it opens a gap or sets off a chain of events for the school administration, the instructor, and the students.
1.2 THE PROBLEM’S STATEMENT
Despite secondary school administrators organizing seminars, training, and workshops and implementing human resource policies in order to have competent teaching staffs who can provide good services to pupils in terms of teaching, student performance in secondary schools has been consistently poor due to the rate of employee transfers (Mulkeen, 2005). For the purpose of starting a
The average total school term employment transfer rate has been calculated to be 4% per year. However, when comparing rates over time, 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 reasons for school employees transferring 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 THE STUDY’S OBJECTIVE
The primary goal of this research is to find out how employee transfers affect secondary school performance. The study’s specific goals are as follows:
i. Identify the factors that
influence employee transfers in secondary schools; and ii. identify the factors that influence secondary school employee transfers.
ii. Investigate the impact of personnel transfers on secondary school performance.
iii. Look into the effect of job transfers on student achievement.
1.4 QUESTIONS FOR RESEARCH
i. What are the factors that influence secondary school employee transfers?
ii. What effect do personnel transfers have on secondary school performance?
iii. How do employment transfers affect student achievement?
1.5 THE STUDY’S SIGNIFICANCE
The findings of this study will help the Ministry of Education understand personnel transfers so that negative effects on schools can be minimized and educational reforms can be implemented. And to create regulations that will reduce unnecessary personnel transfers and alleviate negative effects.
As a result, school performance and administration will improve. The study will also help school administrators understand that high performance should be rewarded for retail talented employees. The research also helps subject instructors obtain information that may be of interest to them in order for them to continue their education. Students should be aware that if staff members transfer to their school, their performance will suffer. This will be accomplished by gathering vital information data that will be used to govern the entire educational sector.
1.6 THE STUDY’S OBJECTIVE
This study investigated the effects of transfer on administrative performance of teachers in government secondary schools. As a result, the research looked at
into how overstay, requested, and promoted kinds of transfer affect administrative performance of head teachers. As a result, the research will be conducted at a specific secondary school.
1.7 RESTRICTIONS OF THE STUDY
Over the course of the studies, obtaining funding for general research activity will be difficult. Correspondents may also be unable or unwilling to complete or submit questionnaires sent to them. However, these constraints are expected to be overcome by making the best use of available resources and devoting more time to research than is necessary. As a result, despite these constraints, it is strongly believed that their impact on this research report will be minimal, allowing the study’s purpose and importance to be met.
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