Management of Teachers and Learner Truancy as Developmental Foundations in Limpopo Public Secondary Schools

Abstract

This paper evaluates the causes of teacher and learner truancy in public secondary schools of Limpopo Province. The paper was motivated by the wide-spread truancy discourses, the bulk of which blames it more on teachers than on learners. This paper is conceptual and empirical in nature within the qualitative research paradigm. The question guiding this paper is: to what extent is the protection of unions to their members, worsening teacher and learner truancy in schools? Narrative enquiry and interviewing techniques were used to collect data. Out of a population of 17 secondary schools in one of the circuits in Waterberg district, in Limpopo Province, South Africa, 6 were conveniently sampled. In each of the 6 sampled secondary schools, only SADTU Site Steward Chairpersons became research participants. Findings revealed that leadership-deficit in schools enables truancy. Secondly, unaddressed institutional dysfunctionality aggravates truancy. Thirdly, attraction to the teaching career out of desperation, contributes to truancy. Fourthly, unbridled learners inside a classroom instigate truancy. Fifthly, the collapse of the teaching and learning culture in schools worsens this truancy. Finally, insipid governance structures in schools, trigger truancy. The researcher recommends that schools be courageous and bold to confront and eradicate teacher and learner truancy through declaring it as a priority number one. Furthermore, schools need to align their practices and have zero tolerance for any form of truancy.