An exploration of teachers' satisfaction with the implementation of transfer policies and procedures in public secondary schools in ilala municipality, Tanzania

This study explored teachers' satisfaction with the implementation of transfer policies and procedures in public secondary schools in Ilala municipality, Tanzania. Specifically, three research objectives guided the study. The first objective was to identify teacher's awareness on transfer policies and procedures in public secondary schools. The second was to establish the levels of teacher's satisfaction with the implementation of transfer policies and procedures in public secondary schools, and the third was to examine the existing types of teacher's transfer in public secondary schools. Three theories guided the study, namely Herzberg's two factor theories, expectancy theory and equity theory, all of which describe how managers and administrators can apply work related strategies to ensure and improve work satisfaction amongst workers. The study used qualitative research approach applying multiple embedded case study design. Purposive and random sampling techniques facilitated the identification of fifty respondents that included one District Education Officer (DEC)), two Ward Education Officers (WEO), four Heads of school and forty three public secondary school teachers from Ilala municipality. Data collection was through interview, focus group discussion and documentary review. Data analysis was by using Miles and Huberman (1994) framework for qualitative data analysis. The study findings revealed that transfer policies should be done after a probation period, transferees should be given transfer funds; and transfer should be made at the start or the end of a term or a year. In addition, the findings indicated that transfer procedures in public secondary schools include transfer within a District; the transferees should write a letter to DEO for transfers within a Region the transferees should write a letter to REO; for transfers, and for transfers outside the Region transferees should write a letter to the CSRLGA. Additionally, the findings revealed that teachers were not satisfied with transfer policies and procedures because of the preconditions given to voluntary transferees of finding someone to exchange with. Moreover, the findings exposed that involuntary transferees were dissatisfied with delayed payments in statutory transfer funds and allowances. In a nutshell, the study disclosed two common types of transfer which are voluntary and involuntary transfer. The common reasons for teachers' voluntary transfer were remoteness of the school, unfavourable climatic conditions, to join spouses, unfavourable working conditions, to be near parents, professional development, health problems, proximity to place of residence, and preparation for retirement. Conversely, the common reasons for involuntary transfer were: for building peace and tranquillity at school, punishment due to irresponsibility, promotion, over staying at work station and balance of manpower. Based on the findings, it was concluded that effective implementation of transfer policies and procedures is one among great mechanism for enhancing teacher's job satisfaction in public secondary schools. Therefore, this study recommends that the Tanzania Teacher Trade Union should create awareness to teachers about the policies governing their rights. Meanwhile, the Ministry of Labour, Employment and Youth Development should ensure that employment contracts for government employees include a clause which specifies employee's rights to transfer. On top of that transfer funds for involuntary transferees should be provided on time to enhance teachers' satisfaction towards transfer policies.