Causes of Grade 12 Teacher Absenteeism in the Rundu Circuit, Kavango East Region

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ABSTRACT

 

This study was done in Rundu circuit to understand the problems caused by the grade 12 teacher’s absenteeism.  

This study was a qualitative research, and case study, which required concentrated examination of the problems caused by teacher’s absenteeism. The researcher used open-ended questionnaires for teachers plus senior education officers previously called subject advisors, interviews for principals and interviews for teachers. It made use 10 out of a total of 14 participates who were teachers, principals and 2 senior education officers. Statistics from surveys and interviews were coded in a simple coding system.

 Teachers absenteeism as a concept was understood very well by the respondents after the elaboration by the researcher. The major findings of the study were: lack of recognition, demotivated by the type of leadership style and also too much work load due to over populated classrooms and. Absenteeism demoralizes school organisational culture, the work environment leads to frustration due to too much work load, supervisory behaviour hinders teacher’s creativity and leads to high absenteeism. In some schools’ teachers are not happy at work due to inside influences created by the work atmosphere in which they find themselves.

This study recommends that the government needs to provide more schools to reduce work load experienced by teachers and to reduce frustration. Ministry of Education should create circulars that compels teachers to work overtime for the lost time. Managers should treat everyone equally and they should use coaching leadership style or use appropriate leadership style which would be appropriate when solving teachers with a habit of absenting themselves. Groom teachers by making them participate in management especially those with the habit of absenting.


 Table of Contents                                                                   PAGE Numbers

APPROVAL FORM

PUBLICATION FORM

DECLARATION

ACKNOWLEDGEMENTS

DEDICATION

ABSTRACT

CHAPTER ONE: INTRODUCTION AND BACKGROUND TO THE STUDY

1.1 INTRODUCTION

1.2 BACKGROUND OT THE STUDY

1.3 STATEMENT OF THE PROBLEM

1.4 RESEARCH OBJECTIVE

1.5 RESEARCH QUESTIONS

1.6 SIGNIFICANCE OF THE STUDY

1.6 ASSUMPTIONS.

1.7 DELIMITATIONS

1.7.1 GEOGRAPHICAL DELIMITATION

1.7.2 THEORETICAL DELIMITATION

1.8 LIMITATIONS

1.8.1 TIME CONSTRAINTS

1.9 DEFINITION OF TERMS

1.10 CHAPTER SUMMARY


CHAPTER TWO: LITERATURE REVIEW

2.1 INTRODUCTION

2.2 THEORETICAL FRAMEWORK: HERZBERG’S MOTIVATIONAL THEORY

2.3 TEACHERS ATTENDANCE AND ETHICS

2.4 WHY TEACHERS ARE ALWAYS ABSENT FROM WORK.

2.5 HOW DO SCHOOL PRINCIPALS MANAGE TEACHER ABSENTEEISM?

2.6 WHAT ALTERNATIVE WAYS MAY BE USED TO CURB TEACHER ABSENTEEISM.

2.7 CHAPTER SUMMARY


CHAPTER THREE: RESEARCH METHODOLOGY

3.1 INTRODUCTION

3.2 RESEARCH PARADIGM

3.3 RESEARCH DESIGN

3.3 RESEARCH APPROACH

3.4 TARGET POPULATION

3.5 SAMPLE

3.6 S AMPLING PROCEDURES

3.7 RESEARCH INSTRUMENT

3.7.1 INTERVIEWS

3.7.2 QUESTIONNAIRES

3.8 ETHICAL ISSUES

3.9 DEPENDABILITY AND TRUSTWORTHNESS

3.10 DATA COLLECTION PROCEDURES.

3.11 DATA ANALYSIS AND INTERPRETATION

3.12 HOW INTERVIEWS ARE ANALYZED

3.13 HOW QUESTIONNAIRES ARE ANALYZED.

3.14 CHAPTER SUMMARY


CHAPTER FOUR: DATA PRESENTATION, ANALYSIS, DISCUSSION OF FINDINGS AND INTERPRENTATION

4.1 INTRODUCTION

4.2 DATA PRESENTATION AND DISCUSSIONS FROM QUESTIONNAIRES FOR TEACHER’S

4.2.1 APART FROM THE LOG BOOK WHAT WILL BE AN ALTERNATIVE LOG IN AND LOG OFF TOOL?

4.2.2 TO ALLEVIATE ABSENTEEISM, DISCUSS ANY POSSIBLE EXTRINSIC MOTIVATION THAT CAN BE IMPLEMENTED.

4.2.3 WHICH COMMON DAY IS OBSERVED WHEN TEACHERS ARE USUALLY ABSENT AND WHAT COULD BE THE CONTRIBUTING FACTOR?

4.2.4 HOW DOES ABSENTEEISM DEMORALIZE SCHOOL ORGANIZATIONAL CULTURE?

4.2.5 HOW CAN GOOD WORKING RELATIONS BE ACHIEVED BETWEEN TEACHERS AND SUPERVISORS?

4.2.6 DOES DELEGATION REDUCE ABSENTEEISM? HOW?

4.3 DATA PRESENTATION AND DISCUSSIONS FROM QUESTIONNAIRES FOR SENIOR EDUCATION OFFICERS (SUBJECT ADVISORS)

4.3.2 which common day is observed when teachers are usually absent and what could be the contributing factor?

4.3.3 How can good working relations be achieved between teachers and supervisors?

4.3.4 Recommend possible actions school management can take in the case of excessive absenteeism of teachers at the school?

4.3.5 Does delegation reduce absenteeism. How?

4.3.6 How many leave days would you recommend apart from the current leave days?

4.4 DATA PRESENTATION AND DISCUSSION FROM INTERVIEWS

4.4.1 INTERVIEW QUESTIONS FOR PRINCIPALS

4.4.2 INTERVIEW QUESTIONS FOR TEACHER’S

4.5 DISCUSSION OF FINDINGS

4.6 CHAPTER SUMMARY


CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 INTRODUCTION

5.2 SUMMARY OF THE STUDY

5.3 CONCLUSIONS

5.4 RECOMMENDATIONS:

5.5 RECOMMENDATIONS FOR FURTHER RESEARCH

6. REFERENCES

APPENDIX 1

APPENDIX 2

APPENDIX 3

Appendix 5

Appendix 6

Appendix 7 

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APA

Mabuta, O. (2022). Causes of Grade 12 Teacher Absenteeism in the Rundu Circuit, Kavango East Region. Afribary. Retrieved from https://afribary.com/works/causes-of-grade-12-teacher-absenteeism

MLA 8th

Mabuta, Obedy "Causes of Grade 12 Teacher Absenteeism in the Rundu Circuit, Kavango East Region" Afribary. Afribary, 24 Mar. 2022, https://afribary.com/works/causes-of-grade-12-teacher-absenteeism. Accessed 19 May. 2022.

MLA7

Mabuta, Obedy . "Causes of Grade 12 Teacher Absenteeism in the Rundu Circuit, Kavango East Region". Afribary, Afribary, 24 Mar. 2022. Web. 19 May. 2022. < https://afribary.com/works/causes-of-grade-12-teacher-absenteeism >.

Chicago

Mabuta, Obedy . "Causes of Grade 12 Teacher Absenteeism in the Rundu Circuit, Kavango East Region" Afribary (2022). Accessed May 19, 2022. https://afribary.com/works/causes-of-grade-12-teacher-absenteeism