Authors : Mukucha Mugove; Ndongwe Evershine

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/muzzpcfj

Scribd : https://tinyurl.com/4tuz3t4w

DOI : https://doi.org/10.38124/ijisrt/26apr1506

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Teacher transfer is a persistent challenge facing secondary schools in rural areas, including Mudzi District, significantly affecting education quality and school stability. This study investigated strategies to mitigate high teacher transfer in selected secondary schools in Mudzi District. The purpose of the research was to identify the underlying causes, effects, and potential solutions to teacher transfers that disrupt education delivery. A qualitative research approach was adopted, utilizing a case study research design. The sample consisted of 5 school administrators and 10 teachers, selected through purposive sampling to provide rich insights into the phenomenon. Data collection was conducted using semistructured interviews and mail questionnaires, ensuring both depth and broad coverage. Data were analysed thematically, highlighting several causes of high teacher transfer, including proximity to family and relatives, lack of electricity, inadequate accommodation, poor communication and transport networks, lack of water, heavy workload, and limited professional development opportunities. The study revealed adverse effects such as teacher shortages, disrupted learning, delayed teacher replacements, poor school performance, and strained school-community relations. The findings informed recommendations for mitigating teacher transfer. These included providing decent and adequate accommodation, electrification of schools, teacher induction and mentoring programs, recruiting local teachers, improving school safety, offering professional development opportunities, internet connectivity, and clean water. Additionally, minimizing excessive supervision, creating time for teacher collaboration, and implementing teacher recognition and reward systems were proposed as strategies to enhance teacher retention. This research contributed valuable insights for policymakers, educational authorities, and school administrators aiming to address the persistent challenge of teacher transfer in rural districts.

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