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This study sought to examine factors contributing to teacher absenteeism in public primary
schools in Nyamagana District Mwanza Region in Tanzania. It was guided by the following
research questions: What are the factors contributing to teacher absenteeism in public primary
schools in Nyamagana District? What are the effects of teacher absenteeism in public primary
schools in Nyamagana District? What are the possible strategies to mitigate the problem of
teacher absenteeism in public primary schools in Nyamagana District? This study was anchored
on Adams’ Equity theory of motivation. A mixed research approach and convergent parallel
mixed research design was employed. Participants were drawn from four public primary schools
located in Nyamagana District. A sample of 56 pupils, 40 teachers, 3 head teachers and 1
Teachers Service Commission Officer were involved in the study. Data was collected through
questionnaires, in-depth interview and document analysis. Questionnaires had a Cronbach Alpha
Coefficient of α = 0.733 signifying that the instruments were reliable. Quantitative data from
questionnaires was analyzed through descriptive statistics basically frequencies and percentages,
the Statistical Package for Social Sciences Version 20 was used in this case. Thematic analysis
was employed in the analysis of qualitative data. The study found that health problems, family
responsibility and other official roles assigned to teachers contributed to teacher absenteeism.
Poor academic performance, poor coverage of syllabus and pupils’ misconducts were the most
prevalent effects of teacher absenteeism. Recommendations are made for critical interventions by
government leaders, policymakers and educational leaders to support teachers through improved
working environment and ensuring that directive teachings and seminars on laws, rules and
regulations governing teachers’ service are provided at school level to create awareness among
teachers on the respective legal framework. |
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