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Teacher transfer intention, precursor to any formal expression of teacher transfer requests, if actualized, destabilizes staffing. In USA, between 2001 and 2010, teacher transfer requests was at an annual average of 13%, in Lesotho it was at 19%, while in Kenya it was 3.1%.These requests were high with those still pending in Mbita and Suba public secondary schools at an annual average of 25.4% and 22% respectively above Homabay County average at 11.1% for the period 2009 to 2014. The fact that an average of 30.9% of annual requests were to schools within these sub-counties with similarly difficult socio-geographical characteristics, over the national rating of 9.4%, implies that transfer intention could be associated with work-place conditions unique to schools. In this respect, literature reveals that a positive human environment may override geographical hardships. A baseline survey in 2015 revealed that 252(89.6%) teachers had transfer intention, 73(28.9%) preferring other schools within these sub-counties. The purpose of this study was to determine relationship between school work community interactions and teacher transfer intention in public secondary schools in Mbita and Suba sub-counties. The study was based Job Demand-Resources model(Bakker & Demerouti, 2006). The study employed descriptive survey and correlational research designs. The study population consisted of one County Staffing Officer, 66 headteachers, and 252 teachers with and 29 teachers without transfer intention. Purposive sampling technique was used to select one County Staffing Officer and 66 headteachers, and saturated sampling technique for 232 teachers with transfer intention and 26 teachers without transfer intention. Questionnaire, interview schedules and document analysis were used for data collection. Content validity of instruments was ascertained. Reliability of instruments were determined through test-re-test method and a Pearson-r of 0.721 for teacher with transfer intention and 0.716 for teacher without transfer intention questionnaire at a p-value of 0.05 was considered acceptable. Quantitative data from closed-ended questionnaire was analyzed using descriptive statistics in the form of frequency counts, percentages and means, while regression was used for inferential statistics. Qualitative data from interviews was analyzed on an on-going process and categorized into themes and sub-themes as they emerge. The study findings were that at an Adj.R2 of -0.071 with a statistical significance of 0.000, ?0.05 for school work community interactions, there was a negative significant relationship with teacher transfer intention. The study may be useful to educational policy makers and administrators in addressing teacher work-place conditions management malpractices and human deficiencies for enhanced job performance and staff stability in public secondary schools in Mbita and Suba Sub-counties in Kenya.