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