All teachers experience postings and transfers in the course of their service. No teacher serves till retirement in the same school. (Postings refer to the first appointment and subsequent promotional placements; transfers refer to lateral, non-promotional placements).
I was sitting for my finals when the Education Ministry released the postings of fresh graduates for 1973. I was posted to Terengganu. The east coast was then considered ulu or remote, and not a choice posting.
When I was back home in Bidor, Perak, after my exam, I was surprised to receive a letter from the MOE. I was re-posted to a fully residential premier school in Seremban! The school needed an immediate replacement for a Physics teacher. I fit the bill and was therefore “recalled”.
What followed was a fulfilling seven years of teaching my favourite subjects – Physics, Maths and Additional Maths – to classes of Malay pupils from rural areas including the east coast states.
I was soon appointed as the Head of Science. In 1980, the State Education Department (SED) had a vacancy for an Assistant Director in Science. They were scouting for a qualified candidate from the premier schools in the state. I was selected; I counted it as being “in the right place at the right time”. It was a lateral transfer.
Nevertheless, being in the SED gave me a new perspective on the education landscape.
I committed myself fully to my job. Besides acquainting myself with and learning from excellent science and maths teachers, I also acquired valuable administrative experience. In addition, I got to work with officials who became helpful contacts later on when I was posted back to school.
When promotion knocked on my door, I had to be reassigned to a Grade A secondary school in Kuala Pilah as its senior assistant (curriculum). I was grateful to the SED for ensuring that my new post was near my home.
A year later, I was brought back to a Seremban school as its senior assistant (curriculum). A huge task awaited me.
Schools were then abuzz with documenting their Five-Year Plan, an SED initiative. As I was from there, my principal tasked me to oversee the preparation of the plan. Setting up committees, brainstorming and SWOT (strength, weaknesses, opportunities and threats) analyses were the order of the day. When completed, it brought sighs of relief not only from the principal but also all the staff.
I was recalled to the SED to fill the post of Principal Assistant Director (Education Technology). My main duty was to coordinate the setting up of school and district resource centres. This was to promote more effective and efficient use of the physical and the novel digital resources available. I was sent to Seameo-Innotech in Manila, the Philippines, for a short course to better equip myself.
Having secured a federal scholarship, I took an 18-month sabbatical leave to do a Master of Education.
On returning from my study, I was not yet due for promotion. So, the SED proposed that I be the senior assistant (student affairs) at a girls’ school in Seremban. I was more inclined to curricular matters. The alternative was to be sent to a school in Mantin, 16km away. Its lady senior assistant (curriculum) could then be brought back to that Seremban girls’ school. She gladly accepted the “exchange”.
I was commuting daily for about a year before I was transferred to SMK KGV Seremban as its senior assistant (curriculum). That was my fourth such lateral placement! I was told it would be temporary and transitional.
The awaited news finally arrived. I was to be the principal of the upgraded Port Dickson Technical/Vocational School. I had not studied any technical or vocational subjects nor had I taught in such schools. It would be a different experience altogether. With a mind open to learning and accepting the wisdom and guidance of my colleagues who were purely vocational teachers, I managed to steer the school forward with better performance all round.
I casually put in an application for a transfer back to Seremban.
Providence was on my side. Unknown to me, there were two schools needing a principal. One was a well-established Christian school; the other, a day school dubbed a “gangster school”.
A few of the alumni of the established school had a candidate to be the principal. They voiced their choice in a PTA meeting.
So, it was not surprising that I ended up as principal of the “gangster school”.
Be that as it may, I put my whole heart and soul into improving the school.
After five years of hard work, the school that was once shunned by students and parents was now keenly sought after. The school excelled in curricular and co-curricular activities. Seeing the school transformed was the most satisfying gift on my retirement.
I hope that young teachers will be inspired to treat every posting and transfer that comes their way as an opportunity to serve better and to grow in their career.
Already a subscriber? Log in
Get 20% OFF The Star Digital Access
Cancel anytime. Ad-free. Unlimited access with perks.
