Teacher Absenteeism and Poor Learning Outcome in Tanzania: Rethinking an Incentive Scheme as a Strategic Solution to the Problem

Abstract

Abstract The purpose of this study was to determine the best strategically sound tactical response to teacher absenteeism that would enhance teacher effectiveness and learning outcomes in Tanzania. The study was guided by two theories; self-determination theory (2000) and Maslow’s hierarchy of needs theory (1943). A qualitative case study design was used to obtain the results. The study used a sample size of ten research participants comprising of eight habitually absent teachers and two primary school heads. Interviews, focus group discussions and an extensive review of literature that cites studies with similar characteristics were used. The study discovered that the issue of teacher absenteeism and poor learning outcomes can be resolved by providing extrinsic motivation, such as a financial incentive for teachers based on their teaching effort, and appreciating the intrinsic motivation at the same time. The study recommends that the government should prioritize teacher motivation as suggested by Maslow’s hierarchy of needs theory.