Teacher Absenteeism in Zambian Basic Schools

1. Teacher Absenteeism in Zambian Basic Schools Presented at a Peer Review Workshop organised by Results for Development Institute 23rd -26th March, 2010, Washington DC By Miriam Chonya-Chinyama Zambia National Education Coalition

2. The Context • Zambia has an average of 668 hours Teacher- Pupil Contact Time per year against the recommended 850-1,000 hours according the SADC regional standard (Education Sector National Implementation Framework, 2007) • Learning achievements at Middle Basic Level is 40% against desired level of 70% (National Assessment Survey Report, 2006)

3. The Study The Study Objectives • To examine the extent and causes of teacher absenteeism in selected basic schools in Zambia • To identify strategies for improving the teacher/pupil contact hours at basic school level

4. STUDY DESIGN Methodology • Purposive sampling of Rural and Urban Provinces (2) • Simple Random sampling of 1 Rural and 1Urban District from each of the two provinces selected • Schools randomly selected from district school lists • Each school visited once for the study • Structured Questionnaires (teachers and H/Teachers and FGDs (pupils)

5. STUDY DESIGN The Sample • Total Teacher Sample Observed = 908 (790 public schools; 64 Private schools; 54 community schools) • Number of Teachers selected for interviews = 90 (67 Public [52%Rural, 48%urban] ; 11 Private [82%urban, 18% rural]; 12 community schools[83% rural, 17%urban]) • Number of Headteachers = 40 • Number of Schools = 40 (10 per district – 4 districts involved)

6. Descriptive Findings Head Teachers • Wide Gender Disparities in administrative positions (70 % Male : 30% Female based on N=40) • Age: 35% of >50 years occupy administrative positions (experience and qualifications?) • Marital Status: 68% married; 23% single; 10% widowed • Accomodation: 40% school; 37.5% own ; 20% rented • Level of Education: Secondary Education, with at least two-year teachers’ Diploma • Length of Service: 60%> 20 years of teaching

7. Descriptive Findings Teachers • More females (56%) in the sample than males (44%) also in urban (60%), only 18% in rural • Majority in age range 26-35 (64.5%) • Marital Status:58%married, 41.1% single • Only 15% accomodated by school • Level of Education: College and University Education • Length of Service: > 85% with 10yrs

8. KEY FINDINGS • Absenteeism Rates • 388/908 teachers (42.7%) absent • Overall Absenteeism rate 24% (after consideration of absence due to different reporting times)

9. KEY FINDINGS Absenteeism Rates • By School Category:- Community Schools =57.4% absent (N=54) Public Schools =43.2% (N=790) Private Schools = 25% (N=64) • 22% of 90 teachers absent during last school term for various reasons

10. KEY FINDINGS Absenteeism Rates • By Locality:- • Higher rural (51%) absence than Urban (38.5%) • Why? Poor Supervision by Parents and education officials

11. KEY FINDINGS Absenteeism Rates – Other Factors • Poor Monitoring – The less the monitoring the more the absence rates

12. KEY FINDINGS Absenteeism Rates – Other Factors • Official Inspections– Less absence for frequently visited schools

13. KEY FINDINGS Absenteeism Rates – Other Factors • Weak Policy guideline and enforcement of time management policies, therefore late coming and early departure Reasons? HeadTeachers -Transport (27%)long distances (25%) , Domestic Chores (20%) Teachers -Domestic Chores (20%), Distance 15.4%, Transport (13.2%)

14. KEY FINDINGS Absenteeism Rates – Other Factors • Discipline and Management Style • Poverty Levels • Community Socio-economic characteristics • TPR- inverse r/ship with absence • Marital Status – (married teachers more likely to be absent than singles)

15. KEY FINDINGS Absenteeism Rates – Other Factors • Financial incentives and Education Teachers with higher earnings and qualifications have higher absence • Days of the Week- Tuesdays, Wednesdays and Thursdays compared to Mondays and Fridays have higher absenteeism rates

16. KEY FINDINGS Reasons for Absence

17. KEY FINDINGS Analysis/Interpretation • Approved leave and Admin duties more predominant reasons. • By Gender:- Slightly higher in female (43.2%) than males (41.5%) • Maternity Leave accounts for highest leave taken , followed by sick leave

18. KEY FINDINGS Effects of Absenteeism • Cancellation of classes, therefore, loss of contact time • Poor lesson preparation by substitute teachers • Economic Implications (not analysed in the study) but include aspects such as wastage of education expenditures,

19. RECOMMENDATIONS Suggestions to address absence

20. RECOMMENDATIONS Other strategies to improve contact Time • Sensitization of Parents, Teachers and Teacher Unions • Improvement of Teachers Conditions of Service • Strengthening supervisory chain • Increasing frequency of inspections • Broad stakeholder involvement

21. RECOMMENDATIONS Other strategies to improve contact Time • Administrators to be held accountable and enforce existing policies. • Data on teacher attendance to be monitored and reported on • Creation of “Substitute Fund”? • Award and Reward exemplary attendance • Volunteer parent

22. RECOMMENDATIONS Other strategies to improve contact Time • Teacher/stakeholder involvement in coming up with remedies • Double shifting to be eliminated in the long term • Written Disciplinary Policies • In-service training esp. for headteachers

23. RECOMMENDATIONS Other strategies to improve contact Time • Strict application of service rules • Explore ways of boosting teacher morale – fair wages and treatment, recognition, valuing their work etc

24. CONCLUSION Way Forward The phenomenon of teacher absenteeism requires urgent redress in the quest to provide quality Education for All