Challote Mbabazi2024-05-282024-05-282024https://hdl.handle.net/20.500.11951/1296This study was set out to examine the transfer of headteachers and its effect on teachers’ performance in government aided- secondary schools in Hoima district, Uganda. The study was guided by the following objectives; to establish the effect of head teachers’ voluntary transfers on teachers’ performance’, to assess the effect of routine transfers of head teachers on teachers’ performance and to establish the effect of involuntary transfers of head teacher on teachers’ performance government aided secondary schools in Hoima district. The researcher used both qualitative and quantitative research methods with a cross sectional survey design. the study population was 238 respondents from which a sample size of 147 was obtained. These included head teachers, and teachers. The Questionnaires, and interview guides were used as data collection instruments. Research findings indicated that Involuntary head teachers’ transfers had a great influence on teachers’ performance, followed by Routine transfer of head teachers. However, voluntary transfers of head teachers had the least effect on teachers’ performance. The study concluded that involuntary and routine head teacher transfers had a significant influence on teachers’ performance in government aided secondary schools in Hoima district. The study recommended that the Head teachers should start being team players instead of being managers through involving all the staff in the day today activities as this will enhance the improvement of their organizational skills. Furthermore, the MOES should transfer head teachers when it deems it necessary and that school boards should recommend for the transfer of heads of schools whenever they feel it is in the interest of the school. However, forced transfers should not be used as a strategy to head teacher discipline management but school management committees should find alternative means to deal with cases of indiscipline.en