2017
DOI: 10.17583/ijelm.2017.2341
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Responding to Workplace Absenteeism in Tanzania: The case study of Public and Private Schools in Ilala Municipality and Mkuranga District

Abstract: Workplace absenteeism has widely been reported to be a serious problem which undermines smooth service delivery both in developed and developing nations. The problem is reported to be more serious in developing nations. This paper is therefore studying the mechanisms used to mitigate workplace absenteeism, their adequacy and the effective utilization of those mechanisms in public and private schools in Ilala Municipality and Mkuranga District in Tanzania. The study relied on in-depth interviews and documentary… Show more

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Cited by 12 publications
(17 citation statements)
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“…Diante disso, tanto o ambiente laboral quanto os aspectos psicossociais atraem, motivam e mantém os empregados à organização privada (ARIF; ILYAS, 2013). Para Mgonja (2017), em estudos realizados com professores sobre o absenteísmo, indicam que as faltas constantes no trabalho podem levar a demissão, esta, é tratada como uma medida rígida, de falta injustificada com corte de pagamento. Com isso, pode-se inferir que o absenteísmo docente de instituições de ensino privadas pode ser influenciado por dimensões emocionais, sociais e físicas.…”
Section: Setor Privadounclassified
See 1 more Smart Citation
“…Diante disso, tanto o ambiente laboral quanto os aspectos psicossociais atraem, motivam e mantém os empregados à organização privada (ARIF; ILYAS, 2013). Para Mgonja (2017), em estudos realizados com professores sobre o absenteísmo, indicam que as faltas constantes no trabalho podem levar a demissão, esta, é tratada como uma medida rígida, de falta injustificada com corte de pagamento. Com isso, pode-se inferir que o absenteísmo docente de instituições de ensino privadas pode ser influenciado por dimensões emocionais, sociais e físicas.…”
Section: Setor Privadounclassified
“…Entretanto, faz-se necessário investigar na literatura as diversidades do absenteísmo em escolas públicas e privadas em contextos diversos, junto com os antecedentes da intenção de absenteísmo nos diferentes níveis de ensino, como fundamental, médio e superior (OLIVEIRA et al, 2016;MGONJA, 2017;OST;SCHIMAN, 2017;STADLER et al, 2017). Além disso, torna-se importante ampliar os estudos também para a esfera privada de ensino, contribuindo assim para uma comparação dos resultados nos setores educacionais públicos (SHAPIRA-LISHCHINSKY; ISHAN, 2013;GUERRERO et al, 2013;SHAPIRA-LISHCHINSKY;RAFTAR-OZERY, 2016).…”
Section: Introductionunclassified
“…Writing on the matter, Fussy [10] reports that some teachers in Tanzania sell sweets, snacks and ice-cream at school premises and often ask class monitors or other students to sell for them during break time. Mgonja [11] reports the prevalence of workplace absenteeism among teachers due to poor enforcement of rules and regulations regarding teachers' malpractices. Researching on ethical misconducts in Nzega District, Mabagala [12] found teachers' professional misconduct to be low, although noted financial mismanagement, negligence of duty, and absenteeism to be the common acts among teachers due to poor remuneration, failure to fulfil teachers' needs, and lack of motivation.…”
Section: Teachers' Ethical Responsibilitiesmentioning
confidence: 99%
“…For instance, Jumapili (2015) attributed irregular classroom attendance of teachers and students with inadequate supervision of school heads. Expounding it further, Mgonja (2017) denoted that poor supervision of teaching and learning activities by school heads caused poor learning outcomes because students do not learn what they should be. Some heads of school have little knowledge and skills to manage conflicts (Ngussa, 2014) and they are not able to articulate and involve teachers and students in realizing the school goals and mission (Mgonja, 2017).…”
Section: Introductionmentioning
confidence: 99%
“…Expounding it further, Mgonja (2017) denoted that poor supervision of teaching and learning activities by school heads caused poor learning outcomes because students do not learn what they should be. Some heads of school have little knowledge and skills to manage conflicts (Ngussa, 2014) and they are not able to articulate and involve teachers and students in realizing the school goals and mission (Mgonja, 2017). Moreover, Mkanga (2016) denotes that Heads of secondary schools were not familiar with the concept of instructional supervision and they did not undertake classroom observations.…”
Section: Introductionmentioning
confidence: 99%