Abstract
Teacher absenteeism is of concern in today’s developing educational climate. In South Africa, where education itself is a contested terrain, and decades of disadvantage still impact resources and skills, despite democracy, it is a compelling challenge. This paper, based on a study of how independent primary schools in Gauteng, South Africa, manage teacher absenteeism, offers an analysis of the management practices employed so that some lessons can be extrapolated. The paper draws from real teaching experience in South African primary schools, noting the huge impact of teacher absenteeism and its implications for teaching and learning. Five co-educational (with both genders), independent primary schools were selected for this qualitative study, using Christopher Hood’s Cultural-Theory Framework, document analysis, interviews and observation. Findings homed in on processes used to track teacher attendance policies; directives and instruments that regulate teacher absenteeism; factors that influence teacher absenteeism; leadership styles; rewards for good attendance; penalties for abusing leave, and strategies and measures to manage teacher absenteeism. We conclude with recommendations in response to this challenge and emphasise the need for further research.Keywords: primary school; strategies for management; teacher absenteeism; teaching and learning
Highlights
Given the incessant demands of teachers over the past decade, the denigration of the profession in general, and the numerous press articles on teachers’ lack of responsibility as well as the failure of the education system in South Africa, as teachers we wondered what role and impact teacher absenteeism really had
Research Methodology and Tools This paper reports on findings in the five, independent primary schools in Midrand, Gauteng, where semi-structured, face-to-face interviews were conducted with participants, selected because they had been uninterruptedly employed as teachers for a period of five years or longer, and had occupied a management position at their schools for a period of three years or longer
Documents were carefully scrutinised at the five independent schools in order to fully understand the acts and policies that were operational in the different schools; how leave policies were implemented at these schools and what measures/steps had been implemented to control teacher absenteeism in independent, primary schools
Summary
Given the incessant demands of teachers over the past decade, the denigration of the profession in general, and the numerous press articles on teachers’ lack of responsibility as well as the failure of the education system in South Africa, as teachers we wondered what role and impact teacher absenteeism really had. As teachers at an independent school with a history at a number of successful public primary schools, we noted the difference in the teacher absenteeism rates in public and independent schools; that the absenteeism rate is rated higher generally in the former, and that they maintain effective strategies, which we are not delving into currently. The main purpose of this paper, based on a study of how independent primary schools in Midrand, Gauteng, South Africa, manage teacher absenteeism, is to offer an analysis of the management practices employed and to extrapolate lessons
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