The Pull and Push Factors of Rural-Urban Teacher Transfer: A Case of Isoka District of Muchinga Province
- January 25, 2021
- Posted by: RSIS Team
- Categories: Education, IJRSI
International Journal of Research and Scientific Innovation (IJRSI) | Volume VII, Issue XII, December 2020 | ISSN 2321–2705
Ginno M. Sichilima and Ferdinand M. Chipindi
University of Zambia
ABSTRACT:-This study investigated the factors that push teachers away from rural schools and pull them towards urban and peri-urban schools. The study used ethnographic research techniques to explore the factors that influence teacher transfers from rural to urban spaces in Isoka district of Northern Zambia. We used purposive sampling to locate and interview teachers and administrators to provide insights into the pull and push factors of teacher transfer. The study uncovered a plethora of reasons for these phenomena. The factors included how the study participants negotiated their relationships with colleagues or superiors. Our research, thus, recommends that the District Education Office in the area needs to be considerate during teacher deployment and placement to suitably place teachers where they can be most productive and settled to avoid transfers.
Keywords: Transfer, Deployment, Motivation, Teaching fraternity
1.1. Introduction
Like any other profession, the teaching fraternity requires qualified, dedicated and highly motivated individuals to serve it. These must be ready to expend the best of their pedagogical aptitude towards achieving educational goals (Riley & Holden, 2012). Wiskow, Albreht and Pieto (2010) assert that to retain this motivated and goal-oriented teaching staff, the educational institutions should pay particular attention to the teachers’ needs and what drives their motivation. Thus, motivation has become a critical job management policy that organisations employ to sustain employees’ job performance and enhance organisational profitability and survival (Aries, Rizqi, & Ferry, 2013). Consequently, organisations seeking to maintain an edge in the ever-increasing competitive global market must satisfy their employees’ needs to motivate them to remain and thereby mitigate their intention to leave. Preventing employees from leaving is a significant challenge that employers in the education
