eng Science and Education Publishing American Journal of Educational Research 2327-6150 2021-12-07 9 12 720 724 10.12691/education-9-12-4 EDUCATION20219124 article Cornelius Ssempala 1 Peter Mpiso Ssenkusu 1 John Mary Vianney Mitana mitanavianney@yahoo.com 2 College of Education and External Studies, Makerere University, Kampala-Uganda J.M. Education and Research Centre (JMERC), Kampala, Uganda The critical challenge, in developing countries, of educational management policy implementation in general, and headteacher transfers in particular, is to force the various paradigms meant to ground them to the rough ground. Even the market-oriented competitive model risks creating new forms of exclusion, corruption and exploitation if not grounded in the personal engagement with daily struggles and ambiguities of lived experience. We propose a harmonization of approaches to headteacher transfers that avoids handling reality through univocal and polarized lenses. Conclusively, beyond World Bank common prescriptions, we suggest a more heteronomous and care-based professional ethics in the wake of Covid-19. http://pubs.sciepub.com/education/9/12/4/education-9-12-4.pdf educational management headteacher transfers social contract identity formation Uganda