Why teachers and students stay home: A mixed-methods analysis of teacher and student absenteeism across nine schools in Guyana. Issue 4 (13th November 2017)

• Record Type: Journal Article
• Authors: Bristol, Travis J.
• Is Part Of: International journal of comparative education and development. Volume 19:Issue 4(2017)
• Page Start: 134
• Page End: 149
• Publication Date: 2017-11-13
• Subjects: Administrative leadership -- School working conditions -- Student absenteeism -- Teacher absenteeism; Comparative education -- Periodicals; Education -- Periodicals; 370.9
• DOI: 10.1108/IJCED-07-2017-0010
• Languages: English
• ISSNs: 2396-7404

Abstract

Abstract : Purpose: The purpose of this paper is to explore the influences of teacher and student absenteeism across nine public schools (five primary and four secondary) in Guyana, South America. Design/methodology/approach: To conduct this study, the author employed a mixed-methods study that included a descriptive analysis of a purposive sample of teacher ( n =69) and student ( n =175) surveys and semi-structured interviews with head teachers ( n =8), teachers ( n =25), students ( n =36), and parents ( n =9). Findings: The findings suggested that teacher absenteeism can be attributed to school organizational challenges, such as poor working conditions and weak administrative leadership. Student absenteeism appeared to be influenced primarily by out-of-school factors such as the need to work and to take care of younger siblings. Research limitations/implications: The study's purposive sample may have prevented a more nuanced understanding of the various influences of teacher and student absenteeism. Originality/value: The author provides new insight into some of the root influences of teacher and student absenteeism in Guyana, South America. As such, policymakers and practitioners in the Ministry of Education are positioned to devise evidence-based solutions.