Browsing by Author "Nchimbi, Flavian Nicholaus"

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    Effects of primary school teachers` absenteeism on teaching and learning in Tanzania: the case of Tunduru district in Ruvuma region
    (University of Dar es Salaam, 2012) Nchimbi, Flavian Nicholaus
    This study sought to explore effects of primary school teachers’ absenteeism on teaching and learning in Tunduru District council. Specific objectives included to examine the nature of teachers` absenteeism in primary schools, to assess effects of teachers` absenteeism on teaching and learning and to examine strategies used to curtail the problem of teachers` absenteeism. The study employed descriptive survey method. Data were collected from primary schools through interviews, documentary review, focus group discussions and questionnaire. Data were analyzed qualitatively and quantitatively. Results from the study revealed that teachers in the sampled schools were associated with whole day absenteeism, lateness to school and early departure from school. Teacher absenteeism in the sampled schools was high, and characterized by limited teaching efforts. The nature of absenteeism was found to be associated with administrative laxity at school level, alcoholism, insufficient salaries, teachers’ shortage, long stay by teachers at one school and lack of immediate teachers` transfers. It was further found out that teachers missed more on Thursdays and Fridays. Findings revealed that teachers’ absenteeism contributed unconstructively on teaching and learning in many ways. For example reducing teachers` ability to cover prescribed teaching syllabi, encouraging pupils’ low attendance to school, poor achievements in PSLE results, breeding pupils who could not read and write, lack of continuous assessment to pupils, heavy reliance on traditional teacher-centered practices, poor classroom management and rare use of teaching aids. In due regard there is need for the government, district authority, school headteachers, school committees, and teachers themselves to work together in establishing teachers’ accountability, in order to promote teaching and learning in public primary schools.