Factors Contributing to Teacher Truancy in Two Secondary Schools in Bulawayo

Abstract

This report presents findings from a case study of teacher truancy in two high schools in Bulawayo, Zimbabwe. Qualitative data from case studies exploring teacher truancy were followed by quantitative data using surveys. A cluster sample of 118 teachers and census of 70 class monitors and 9 education officers provided information for the study. This was complemented by documentary analysis of teacher reports and schemes. The study found that teacher truancy was highest among mathematics teachers. Truancy was in the form of early departure from lesson (75%), lateness (64%), digression to story telling (46%) and absence from school (41%). Early departure and digression was common for the low ability classes while late coming was popular in high ability classes. A chi - square test confirmed no association between teacher truancy arid subject taught. Factors contributing to teacher — truancy were in the flaw of the recruitment and education system, prescriptive class deployment and lack of pedagogical teacher support system. Study recommends the use of consultative class deployment, teacher supervision workshops for heads of departments and empowering of class monitors and parents to complain against teacher truancy.