Managing teacher absenteeism : lessons from independent primary schools in Gauteng, South Africa

dc.contributor.authorBipath, Keshni
dc.contributor.authorVenketsamy, Thungavel (Roy)
dc.contributor.authorNaidoo, Linda
dc.contributor.emailkeshni.bipath@up.ac.zaen_ZA
dc.date.accessioned2020-02-17T06:00:15Z
dc.date.available2020-02-17T06:00:15Z
dc.date.issued2019-12
dc.descriptionThis article is based on the MEd dissertation of Linda Naidoo.en_ZA
dc.description.abstractTeacher 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.en_ZA
dc.description.departmentEarly Childhood Educationen_ZA
dc.description.librarianhj2020en_ZA
dc.description.urihttp://www.sajournalofeducation.co.zaen_ZA
dc.identifier.citationBipath, K., Venketsamy, R. & Naidoo, L. 2019, 'Managing teacher absenteeism: Lessons from independent primary schools in Gauteng, South Africa', South African Journal of Education, vol. 39, suppl. 2, art. #1808, 9 pages, https://doi.org/10.15700/saje.v39ns2a1808.en_ZA
dc.identifier.issn0256-0100 (print)
dc.identifier.issn2076-3433 (online)
dc.identifier.other10.15700/saje.v39ns2a1808
dc.identifier.urihttp://hdl.handle.net/2263/73311
dc.language.isoenen_ZA
dc.publisherEducation Association of South Africaen_ZA
dc.rights© 2019, South African Journal of Education. Published under a Creative Commons Attribution Licence.en_ZA
dc.subjectPrimary schoolen_ZA
dc.subjectStrategies for managementen_ZA
dc.subjectTeacher absenteeismen_ZA
dc.subjectTeaching and learningen_ZA
dc.subject.otherEducation articles SDG-04
dc.subject.otherSDG-04: Quality education
dc.subject.otherEducation articles SDG-17
dc.subject.otherSDG-17: Partnerships for the goals
dc.titleManaging teacher absenteeism : lessons from independent primary schools in Gauteng, South Africaen_ZA
dc.typeArticleen_ZA

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