Stakeholders’ views regarding truancy causes and intervention strategies: a case study of public secondary schools in Babati district

Since truancy is the first indicator that students are giving up, losing their way and missing out on learning, it leads to poor grades, failure and drop outs. It was therefore, envisaged that the situation was more likely to impede creation of quality population necessary for socioeconomic development. It is on this premise that this study examined the magnitude, causes and intervention strategies applied in addressing truancy in Public Secondary Schools (PSSs). Qualitative approach based on a descriptive survey was opted, and the study was conducted in four public secondary schools in Babati District, Manyara Region. The sample of the study involved 106 respondents including 1 District Secondary Education Officer, 4 headmasters, 4 class teachers, 16 truants, 16 dropouts, 48 students, and 24 community members. Respondents were purposively selected and data were collected through documentary reviews, interviews, focus group discussions and observation. It was revealed that completion of secondary school cycle in PSSs was not guaranteed since, more than 46% of enrolled students dropped out of school whereby 64% of the dropouts were due to truancy. The overall school attendance was significantly low as the majority (75%) attended hardly 10-14 days out of 20 school days a month. There were multiple patterns of truancy whereby boys were found to be more involved in truancy than girls. Boys had an annual average of 78% of attendance compared to 85% for girls. In relation to class level, truancy was more rampant in form two and three than in form one and four. High truancy rate in the middle classes was influenced by being teenagers and time ahead of them before sitting for final Certificate of Secondary Education Examination (CSEE), while form four students were committed in preparing for their mock and national examinations. The study revealed several factors associated to truancy. Value placed on education, mindset, poverty, lack of parental supervision, gaps in addressing truancy between schools and community, poor delivery modes of instructional objectives, teachers’ absenteeism, under staffing, long distance to and from school, lack of hostels, students’ rights violation, inconsistencies and poor strategies in dealing with truancy were among contributing factors for truancy. Corporal punishment, suspension and calling parents to school were ranked higher as strategies in dealing with truancy in PSSs. These traditional strategies were illusive and accelerated truancy as most strategies violated students’ basic rights which in turn impeded achievement of learning objectives in secondary schools. It was recommended that no single entity is responsible to fighting students’ truancy. To ensure completion of their school cycle, choreographic efforts that involve students, parents, teachers and community at large should be employed. School mapping and provision of hostel services in secondary schools were suggested in creating conducive learning environment. Furthermore, democratic involvement of students in decision making and in formulating and implementing schools rules and regulation was suggested in maintaining discipline. Another study on the same topic in private schools was suggested for comparative analysis.