Effects of Teachers' Delocalization on Form Four Students on Academic Performance in Nakuru East and Nakuru West Sub-counties, Kenya

Abstract

In 2018, the TSC started the delocalization process, which has caused the teachers and principals of secondary schools to move from their Home Counties or regions to other counties and regions. Despite the good intentions, there have been complaints that mandatory transfers significantly affect the management and academic performance of both transferring and receiving schools. In addition, some teachers extensively involved in implementing the strategic plans in schools are delocalized before completing them. All these factors will affect the performance of such teachers in their new schools while creating issues for the management of the previous school. Therefore, the study sought to assess the effects of teachers' delocalization on form four academic performances in Nakuru east and west sub-counties. Specifically, the study sought to assess the effect of motivation and the teachers-students relationship resulting from teachers' delocalization on form four academic performances in Nakuru East and West Sub-Counties. The study was based on the Expectancy theory and adopted a descriptive research design. The target population for the study was 27 principals, 27 deputy principals, and 54 form four class secretaries from 27 public secondary schools in Nakuru East and West Sub-Counties. Since the target population was small, the study adopted the census technique to include all the 108 targeted respondents. The researcher collected primary data using questionnaires. The researcher sought clearance in advance from the principals of the sampled schools to be allowed to administer research instruments in their schools. From the findings, the study concluded that delocalization results in the separation of a teacher from his/her family members, which affects their productivity and students' performance. In addition, the study concluded that delocalization interferes with the social life of a teacher, which in turn affects their productivity.

Regarding the teacher-student relationship resulting from teachers' delocalization, the researcher concluded that the time a teacher takes to adapt to a new school environment affects their productivity and management. In conclusion, the researcher recommended that TSC should consult teachers before relocating them to a different school. This will reduce teacher resistance, which results in poor performance of students and schools' unrest through burning the dormitories, which has been experienced in the recent past.