Abstract:
The purpose of this study was to explore the views of teachers on teacher absenteeism
and its effects on academic work in West A Circuit in the Bolgatanga Municipality of
the Upper East Region of Ghana. A qualitative research approach, specifically case
study was employed for the study. An interview guide was used to gather data from
teachers in West A Circuit in the Bolgatanga Municipality. A total of 20 teachers were
selected for the study using purposive sampling technique. Data collected through the
in-depth individual interviews was analyzed based on the research questions. Findings
from the study revealed that posting teachers to schools that are far from the residence
of the teacher, difficulty in getting means of transportation to school, inadequate
teacher accommodation in schools, inadequate supervision by circuit supervisors and
inadequate teaching and learning materials are the major causes of teacher absenteeism
in West A Circuit. With the effects of teacher absenteeism, the absentee teacher could
not cover the scheme of work planned for each term and subsequently, the syllabus for
the entire year and this translates into poor student performance in tests and
examinations. Also, there is more workload on the regular teachers and student
indiscipline leading to waywardness with bad character and morals. It is recommended
that the Bolgatanga Municipal Education Directorate should consult teachers to see if
they have genuine cases with regards to distance before postings. The circuit supervisor
should endeavor to pay regular visits to the schools within his or her Circuit to deter
teachers from absenting themselves and assist teachers in need of help. The Bolgatanga
Municipal Assembly should ensure that provision is made for teachers’
accommodation in schools and adequate teaching and learning materials for effective
lesson delivery
Description:
A Dissertation to the Department of Educational Leadership, Faculty of Education
and Communication Sciences, submitted to the School of Graduate Studies,
University of Education, Winneba, in partial fulfilment of the requirements for
award of the Master of Arts (Educational Leadership) degree
DECEMBER, 2020