CIPP evaluation model - The agreement of the five ministers: Arranging and organizing junior high school teachers

The purpose of this study is to use a descriptive qualitative method to describe the program of the agreement of the five ministers that was implemented in Salatiga. According to the findings, the implementation of the program to organize and arrange Civil Servant teachers in the city of Salatiga is still not going well. This issue prompted additional research into the process of leveling and rearranging teachers. Problems in the implementation of the ongoing program at the Salatiga Education Office were discovered with the assistance of CIPP. In terms of context, the implementation procedures are consistent with the Regional Government’s procedures in terms of vision and mission, objectives, and identification of needs and opportunities. The input is seen to be by the Mayor of Salatiga’s decision, such as aspects of strategy, procedures, and teacher placement. However, the Education, Youth, and Sports Office does not manage funds because there is no allocation. The stages of the process have been running, including readiness identification and monitoring, mutation implementation, and discipline. The result stage demonstrates that while not all of them have achieved their goals, such as equal distribution of teachers in schools, they have done well in terms of benefits, impacts, and sustainability. As a result of the results obtained from the input and output aspects, the Salatiga government must allocate funds for the teacher transfer program for organizing and rearranging middle school teachers in Salatiga to run as expected.

Adjusting Sails: A Narrative Inquiry into the Transfer Experience of Three Secondary Teachers in the Maldives

<p>'Adjusting Sails' is a narrative inquiry which presents the stories of three secondary teachers who underwent transfer from one school to the other in the Maldives. This metaphoric journey also describes my journey as a narrative researcher, how I sailed into unknown waters with my participants, what I discovered, and the interpretations I drew from their experiences. Semi-structured interviews of teachers and transfer managers and the analysis of official correspondence of the transfer contributed to the richness of the data. The stories of the teachers were analyzed for common themes, partially corroborated by contrasting the data gathered from interviews with two transfer managers, and written in collaboration with the participant storytellers. Trustworthiness of findings was further enforced through member-checking and adhering to reflexive procedures. The findings of this study suggest that the three teachers found the transfer quite stressful and as having impacted negatively on their emotions and professional lives. Communication issues before and after the transfer, personal perceptions associated with the transfer as well as leadership practices in their new environments appeared to have given rise to de-motivation, stress and frustrations. Apart from contributing to existing literature on teacher transfer, this study highlighted factors that made the transfer a negative experience for teachers and provided evidence which may usefully inform school managements and future transfer policies on the impact a transfer can have on the emotional and professional well-being of teachers.</p>

Adjusting Sails: A Narrative Inquiry into the Transfer Experience of Three Secondary Teachers in the Maldives

<p>'Adjusting Sails' is a narrative inquiry which presents the stories of three secondary teachers who underwent transfer from one school to the other in the Maldives. This metaphoric journey also describes my journey as a narrative researcher, how I sailed into unknown waters with my participants, what I discovered, and the interpretations I drew from their experiences. Semi-structured interviews of teachers and transfer managers and the analysis of official correspondence of the transfer contributed to the richness of the data. The stories of the teachers were analyzed for common themes, partially corroborated by contrasting the data gathered from interviews with two transfer managers, and written in collaboration with the participant storytellers. Trustworthiness of findings was further enforced through member-checking and adhering to reflexive procedures. The findings of this study suggest that the three teachers found the transfer quite stressful and as having impacted negatively on their emotions and professional lives. Communication issues before and after the transfer, personal perceptions associated with the transfer as well as leadership practices in their new environments appeared to have given rise to de-motivation, stress and frustrations. Apart from contributing to existing literature on teacher transfer, this study highlighted factors that made the transfer a negative experience for teachers and provided evidence which may usefully inform school managements and future transfer policies on the impact a transfer can have on the emotional and professional well-being of teachers.</p>

Teacher Mobility in Punjab, Pakistan: Stayers and Movers within the Public and Private Schools

Understanding the determinants of teacher mobility is important in order to implement effective policies for the recruitment, retention, and fair allocation of teachers. The teacher transfer policy implemented in Punjab, Pakistan, is intended to address corruption and a fair allocation of teachers in public schools. However, the policy has implications for teacher mobility. This paper presents survey findings on teacher mobility patterns in public schools in Punjab, Pakistan, examining the extent and determinants of mobility in comparison with teachers in private schools. In the survey, 1002 in-service teachers participated, and 46% reported changing school at least once during their teaching career. The findings show that teachers who changed schools in their early career, with an average of two years of teaching experience, gained higher salary benefits by changing schools compared to experienced teachers, with an average of 14 years of teaching experience, who never changed schools. In comparison with early career teachers, experienced teachers who never changed school had lower salaries but higher satisfaction with life in general and with the school as their workplace. The most common reasons for changing school were lack of teaching resources, difficulty in commuting to school, unmanageable student–teacher ratio, and no chance of promotion in their teaching career. Teacher mobility was slightly higher in public schools compared to private schools, despite implementation of a merit-based transfer policy. A binary logistic regression model was constructed with the outcome of teacher mobility (or not), with a base figure of 54%. By adding gender, marital status, school type, length of teaching experience, and teachers’ satisfaction, the model increased correct predictions to 62%. Teacher salary and teaching workload did not explain any variation in the model. These findings have implications for teacher transfer policy in public schools and lessons for private schools to retain teachers by offering longer contracts and reliable pension schemes. Policymakers must consider facilitating teachers’ satisfaction with their workplace, particularly by making public schools in rural areas attractive places for the retention of teachers in early career phases.

Retaliatory Teacher Transfer or Meeting a District Need?

After being involuntarily transferred from a suburban middle school near his home to an urban school facing many challenges, this case describes a series of events that led to a veteran teacher’s termination. Upon claiming he was wrongfully terminated, the case narrative ends just prior to the teacher’s hearing before the board of education, where the quality of two principals’ documentation serves as key evidence for both parties.