The research explores how Punjab’s merit based, online teacher transfer system—introduced in 2019 to reduce political interference—affects transparency, accountability, and education outcomes. Using a combination of qualitative and quantitative methods, the study analyses large administrative datasets in conjunction with field interviews of teachers, head teachers, and officials across selected districts to triangulate statistical trends with on-the-ground experiences. The study intends to provide lessons for other provinces as well as suggest other avenues for improved professional management of public sector teachers
