Teacher Perceptions of Reasons for Transfer in the k-12 Public Schools in Saudi Arabia

Abstract

A significant body of research globally has examined teacher turnover and mobility, highlighting their critical impact on educational systems, teacher retention, and student outcomes. However, this study was the first of its kind in Saudi Arabia to investigate the factors influencing teacher transfers, providing a foundational understanding of this critical issue within the Saudi educational context. This quantitative, non-experimental study examined the reasons prompting teacher transfers between school districts and within schools in the same district. This study focused on all public-school teachers in Al-Jouf district who transferred within the past 5 years in Saudi Arabia. A total of 245 responses were collected across various educational levels in the Al-Jouf district. Data were collected using a validated survey instrument, the Reasons for Teacher Transfer in Public Schools Questionnaire, which measured five key factors: social conditions, working conditions, insufficient organizational support, leadership style, and student characteristics. Responses were gathered via an online distribution process and analyzed using SPSS (V29) to conduct descriptive and inferential statistical analyses. Descriptive and inferential statistical analyses were conducted to examine the factors influencing teacher transfers between different school districts in the Kingdom, transfers within the same district which is Al-Jouf district, and gender-based differences in transfer motivations. Descriptive analyses revealed that social conditions, particularly the desire to be closer to family and home region, was the most influential factor in both district and intra-district transfers. Working conditions, such as overcrowded classrooms and excessive teaching hours, ranked second, while student characteristics had the least impact on both transfers. To explore gender-based differences, independent samples t-tests were utilized. Results indicated statistically significant differences for external transfers between different districts, with male teachers rating excessive weekly teaching hours as more significant reasons compared to female teachers. Additionally, for internal transfers, the desire to be closer to family and home region showed a significant gender difference, with male teachers rating it higher than female teachers. These findings align with international research emphasizing the significant role of social and working conditions in influencing teachers' decisions to transfer, while highlighting the minimal impact of student characteristics.