TACKLING THE PROBLEM OF TEACHER ABSENTEEISM IN SECONDARY SCHOOLS
IN ANAMBRA STATE OF NIGERIA
Constance Uzoamaka Nzeako, Ph.D
Abstract
In the quest to achieve Education for All goals, great inputs are essential, like teacher’s
dedication to duty than having them present in the classroom. On the contrary, teacher’s
absentiseem from classroom is a general enigma, and a social problem that has ravaged all
facets of education system. This paper is focused on tackling the problem of teacher
absenteeism in secondary schools in Nigeria. The study adopted a descriptive survey design
method. A two-stage random sampling technique was used to draw the sample to be used for
the study. In the first stage, a simple random sampling method of tossing of coin was used to
select thirty (30) secondary schools from sixty eight (68) schools in Awka, Anambra State. In
the second stage, sample size of thirty (30) principals and sixty (60) teachers were selected
from the sampled schools through proportional random sampling procedure. The instrument
for data collection was a structured ten (10)- item questionnaire designed by the researcher
and validated by experts. A four (4)- point scale of ‘Mostimes (MT), Sometimes (ST), Seldom
(S) and Never (N) was used to measure the responses of the respondents to indicate their
degree of approval or disapproval to the questionnaire items which consisted of various
statements pertaining to the subject matter. The data generated through the questionnaire
were analysed using weighted mean. The findings of the study revealed that there are reasons
for a teacher to be absent from duty which may include personal related circumstance like
illness and family-related problems; the job-related ones include poor condition of service,
job dissatisfaction, and personality problem. The researcher recommended the labour law of
“no work, no pay”, warnings, queries, sanctioning and professional counseling among others.
Employee absenteeism has long been the subject of empirical and theoretical inquiry in human
resource management and industrial organizational research (Adeyemi, 2008). However, the study of
absenteeism has only recently gained salience in the area of education policy, especially as teacherabsence-rates are noticeably higher than absence-rates for workers in other occupations. Okonkwo
(2014) identified teachers’ quality and dedication as significant predictors of quality of education. In
another vein, Utulu (2013) believed that teachers occupy a transcendental position of importance in
the world and in the affairs of people. The school system depends heavily on teachers for the
execution of its programmes. However, the quality of school productivity will be meaningless if
teachers’ attitude to work is negative (Aghenta, 2011). Therefore, to improve educational standards,
there must be dedicated and appropriately motivated teachers. Unfortunately, there has been a
perennial problem of instability of teachers in the country. Indeed, teacher absenteeism and turnover;
job dissatisfaction; perceived neglect and excessive grievances have been identified as the most
pressing and complex problems confronting the nation’s teaching profession. This could manifest in
truancy, lateness especially when the working condition is not motivating. The teachers exercise this
discretion positively or negatively depending on their state of mind (Okafor, 2010). Teachers
generally compare their inputs to the equitability of the reward received and would likely shirk, if they
feel that the working condition and environment are lower than expected. Thus, even in the absence of
attractive salaries, workers may decide not to shirk, if in their opinion, the non-economic and welfare
packages are sufficiently attractive or traded off. However, the absence of both may leave the teachers
with the bitter option of shirking. Hence this study is designed to tackle the problem of teacher
absenteeism in secondary schools in Nigeria.
Statement of the Problem
In Nigeria, teachers’ welfare and conditions of service were abysmal, especially in the 1990’s. In
addition, the school environment was highly repellent. School buildings were dilapidated, with
inadequate teaching-learning facilities and in most cases, the classrooms were over-crowded. All these
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Constance Uzoamaka Nzeako, Ph.D
could alter the attitude of teachers to work. In fact, since the government take-over of schools, the
attitude of the Nigerian teacher seems to have gradually deteriorated (Adeyemi and Akpotu (2010).
This situation has forced many teachers to leave in search for “better” jobs, while many others have
become indifferent to school affairs resulting in truancy and negative work attitude. Ironically,
education sector has enjoyed huge government expenditure, only second to expenditure on defense in
yearly budgetary allocation over the years. Specifically, Bamberger and Biron (2007) had identified
education as the world’s largest growth industry over years in many countries, with huge capital
outlay. In Nigeria, the chunk of education budgetary allocation goes to recurrent expenditure,
especially for the payment of teachers’ salaries and allowances. As remarked by (Aghenta, 2011),
about 71% of recurrent expenditure on education is spent to pay teachers. Regrettably, this canker
worm of teacher absenteeism has continued to increase tremendously, becoming a socio-political,
economic and educational discourse among scholars, academics and other well meaning Nigerians.
To address this challenge, the problem of the study was aptly posed in question form, how can the
teacher absenteeism in secondary schools in Anambra State of Nigeria be tackled?
Research Question
One research question was formulated to guide the study:
•
How can the teacher absenteeism in secondary schools in Anambra State of Nigeria be
tackled?
Research Hypothesis
•
There is no significant difference on the ratings of principals and teachers on how teacher
absenteeism in secondary schools in Anambra State of Nigeria can be tackled.
Significance of the Study
•
The findings of the study when utilized, will help education administrators, government, nongovernmental organizations, teachers, academic community, general public, stakeholders and students
to understand how best to address the issue of teacher absenteeism which has bedeviled the
secondary education system in Nigeria. The research work will also serve as a data bank for future
researchers on the topic or in related ones.
Review of Related Literature
Teacher absenteeism is a habitual or tendency of a teacher to be away from work or school without
a good reason (Adeyemi, 2008), Meziobi and Nwadiani (2015) had observed that, teachers’ truancy
and absenteeism have assured increasing and frustrating dimensions. While Gaziel (2014) lamented
that the teaching profession in Nigeria is fast becoming “a grumbling profession” and an increasing
number of teachers are regarding teaching as “a part-time and pass-time occupation”.
The
phenomenon of teacher absenteeism has devastating consequences on the educational system, the
national economy and on the students. Economically, absenteeism reduces the efficiency of the school
system through increase in economic wastage of the school system and of the meager and scarce
resources available to education and the economy. According to Okafor (2010), it is difficult to study
teacher’s absence with administrative records of teachers attendance register because most teachers
may come to school, but have to leave early to deal with a family emergency and be covered by a
colleague or the head teacher. Head teachers and principals may prefer to make excuses for their
absentee teacher, rather than addressing the issue of absenteeism. Also, Adeyemi (2008) contended
that teacher absenteeism has the tendency to increase cost of financing education. It can also lead to
increased student dropout rates. There is the tendency to classify absentee teachers as truant teachers
with much tendency to breed truant and delinquent students. According to Johns and Nicholson
(2013) there are reasons for absenting oneself from duty, this may include the personal related ones
like illness and family-related problems. The job-related ones include poor condition of service, job
dissatisfaction, and personality problem. Absenteeism could be because of genuine reasons, but could
be illegitimate when the school authority is not duly informed before or immediately there is a cause
for it either in writing or by proxy. It is a common knowledge that absentee teachers come back
thereafter with various flimsy excuses and lies. In fact, section 67, part IX, cap 4 of Western Nigerian
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Tackling the Problem Of Teacher Absenteeism In Secondary Schools In Anambra State Of Nigeria
Education Laws considers teacher’s absence from school without permission as a professional
misconduct, which if proved “would warrant the prohibition or suspension from teaching, of the
teacher (Okonkwo, 2014). The irony of it today is that such teachers are paid their full salaries by
school heads, with no official report made to supervising ministry. If a worker gets paid for an undone
job, it is morally awful and economically irresponsible. The aggregate of such practices would inflate
the cost of production, even if it is marginal. Absenteeism could also be a sign of bad management,
which can cause a lot of harm and damage to the organization. Hence, Adeyemi and Akpotu (2010)
revealed that organizations with high degree of absenteeism are subject to higher fringe loss than
necessary as a result of under-utilization of facilities already paid for and above all, loss in overall
productivity. Teacher absenteeism affects the internal and external efficiency of the educational
system. It certainly leads to loss of many school days resulting to high rate of dropouts and failures as
well as creating a pool of large numbers of costly repeaters, because many lessons would not be
taught (Utulu, 2013).
Methodology
The study adopted a descriptive survey design method, and was carried out in Anambra state due to
the perceived high rate of teacher absenteeism in secondary schools in the area. A two-stage random
sampling technique was used to draw the sample to be used for the study. In the first stage, a simple
random sampling method of tossing of coin was used to select thirty (30) secondary schools from
sixty eight (68) schools in Awka, Anambra State. In the second stage, sample size of thirty (30)
principals and sixty (60) teachers were selected from the sampled schools through proportional
random sampling procedure. The instrument for data collection was a structured ten (10) item
questionnaire designed by the researcher and validated by experts. A four (4) point scale of ‘Mostimes
(MT), Sometimes (ST), Seldom (S) and Never (N) was used to measure the responses of the
respondents to indicate their degree of approval or disapproval to the questionnaire items which
consisted of various statements pertaining to the subject matter. The researcher administered the
instrument through face-to-face contact with the help of a trained research assistant. The data
generated through the questionnaire were analysed using weighted mean. The data collected were
organized and computed based on the research questions, using summative rating scale otherwise
called ‘weighted mean.’ The mean values of the four responses were determined by dividing the
summation of the frequency of responses with the summation of the scale used.
Mean values (X) = εfx/εx
Where fx= total sum of scores,
x= total number of rating scales,
x=4+3+2+1=10
x=10/4=2.50
Therefore a mean = or > 2.50 is in agreement for the questionnaire items while the mean values < 2.50
shows disagreement. Descriptive statistical tools were employed in the analysis and the data were
analyzed using mean.
Data Analysis and Results:
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Constance Uzoamaka Nzeako, Ph.D
Research Question: How can teacher absenteeism in secondary schools in Anambra State of Nigeria
be tackled?
{Principals:30} {Supervisors:60}
S/N Item description
X
Decision X
Decision
1.
Use of ‘No work no pay’ strategy
3.80
Agree
3.90
Agree
2.
Regular monitoring and supervision of teachers
3.71
Agree
3.72
Agree
3.
Low salary cut for absentee teachers
3.77
Agree
3.83
Agree
4.
Reward for attendance and punctuality
3.90
Agree
3.88
Agree
5.
Use of professional judgments and counseling
3.47
Agree
3.46
Agree
6.
Use of dialogue
3.59
Agree
3.49
Agree
7.
Adopting ethical codes and rules
3.51
Agree
3.54
Agree
8.
Use of strict sanctions & penalties
3.37
Agree
3.37
Agree
9.
Use of warning and queries
3.53
Agree
3.55
Agree
10. Provision of daily routine staff bus
3.65
Agree
3.69
Agree
Source: Federal Ministry of Education (2014)
Discussion of the Results
The data in the table above showed that both the principals and the teachers to a great extent agreed
with all the items on how teacher absenteeism in secondary schools in Anambra State of Nigeria can
be tackled. This is because there mean scores were to a greater margin above the mean value of 2.50.
This result obtained from the collected questionnaire implies that use of ‘No work no pay’ strategy,
regular monitoring and supervision of teachers, low salary cut for absentee teachers; reward for
attendance and punctuality, use of professional judgments and counseling; use of dialogue, adopting
ethical codes and rules, use of strict sanctions & penalties; use of warning and queries and provision
of daily routine staff bus, are the possible ways of tackling teacher absenteeism in secondary school in
Nigeria.
Conclusions
From the foregoing analysis, it can be concluded that the cost of un-authorized teacher absenteeism
is relatively high in Nigerian secondary schools (Okafor, 2010). The dimension which teachers’
absenteeism has taken is of serious concern to scholars, academics and government. This paper
looked into the dangers ahead if such canker worm is not addressed. The paper also identified some
causes of teacher absenteeism in secondary schools in Nigeria.
Recommendations
The bedrock of national development is education and the importance of students’ performance via
teachers’ regular attendance and punctuality cannot be overemphasized. Based on this, the following
recommendations were made:
1.
Government should ensure the provision of attendance clocking in and out machinary which
would checkmate teacher’s truancy.
2.
Use of ‘No work no pay’ strategy or low salary cut should be given to any teacher found to be
absent to school for more than three times in a month.
3.
Regular monitoring and supervision of teachers by supervisors is necessary to checkmate
teachers incessant absent from school.
4.
Government should adopt a reward strategy for excellence and punctuality.
5.
Need for school counseling unit to recruit professional guidance and counselors that will use
professional judgments and counseling to address the problem of teacher absenteeism.
6.
Need for schools to adopt ethical codes and rules guiding teacher’s conduct in school and
classroom.
7.
Need to adopt strict sanctions and penalties after the culprits have been warned and queried.
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Tackling the Problem Of Teacher Absenteeism In Secondary Schools In Anambra State Of Nigeria
8.
The school should endeavor to provide daily routine staff bus that can convey teachers who
may complain of living far away from school being instrumental to their absenteeism.
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