Abstract:
The purpose of this study was to find out factors influencing absenteeism among Junior High
Schools teachers in Atimatim Circuit in the Afigya Kwabre South District. Descriptive survey
design using the mixed method approach was employed for the study. Census sampling
technique was used for the study. In all a sample size of one hundred and twenty four (124)
were used for the study comprising of 116 teachers and 8 heads. Questionnaire and interview
guide were used as the data collection instruments. Descriptive statistics were used to analyse
the quantitative data whilst the qualitative study was analysed using themes. The study
revealed that personal factors influence teacher absenteeism, it was established that illness,
low salary, engagement in other economic activities, further studies and bereavement among
others constitute the personal challenges influencing teacher absenteeism .Again, the study
found that poor leadership style which provides un-enabling working environment , poor staff
welfare in the school and teachers who are given other administrative duties among others
were school factors that affect teacher absenteeism. As to how environmental factors cause
teacher absenteeism, the study established that assigning of non-teaching duties to teachers,
being members of teachers’ union and teachers’ strike affects teacher absenteeism. The study
further revealed that issuing of query letters to teachers’ who absent themselves will serve as
deterrent while institution of recognition and reward systems for teacher attendance could be
employed as motivating/incentive strategies to stop teacher absenteeism. The study
recommended that Ghana Education Service (GES) should enforce regular supervision and
monitoring of teachers’ by heads of institution. This can be done through encouraging all
schools to have frequently updated teachers attendance registers, class attendance registers
and teachers permission book/file.
Description:
A Dissertation in the Department of Educational Leadership, Faculty of Education and
Communication Sciences, submitted to the School of Graduate Studies, University of
Education, Winneba, in partial fulfilment of the requirements for award of the Master
of Arts (Educational Leadership) degree
DECEMBER, 2020