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 review to collect data which was analyzed using excel, content and thematic analysis. This study found numerous measures which have been put in place to deal with teachers' workplace absenteeism both in private and public schools. However, the study found that unlike in private schools, the measures are not seriously executed in public schools. The study recommends that the management of private schools should retain their strictness in dealing with teacher absenteeism. Also, the government should learn the private schools model of dealing with teachers' absenteeism. Hence it should ensure effective utilization of available measures, improve teacher working environment, promotion and paying salary arrears on time. Again heads of schools should stop covering absenteeism behavior of their subordinates. Furthermore public secondary school management structure should be re-organized to introduce field of supervision at a division level. Leadership and Management Vol. 5 Keywords: absenteeism; availability and utilization of measures IJELM -International Journal of Educational AbstractEl absentismo en el lugar de trabajo ha sido ampliamente reportado como un serio problema que socava la prestación de servicios tanto en países desarrollados como en desarrollo. Se reporta que el problema es más grave en los países en desarrollo. En este artículo se estudian los mecanismos utilizados para mitigar el absentismo en el lugar de trabajo, su adecuación y la utilización efectiva de esos mecanismos en las escuelas públicas y privadas del municipio de Ilala y del distrito de Mkuranga en Tanzania. El estudio se basa en entrevistas en profundidad y revisión documental para recoger datos que se analizaron utilizando excel, y análisis de contenido y temático. Este estudio encontró numerosas medidas puestas en marcha para hacer frente al absentismo del profesorado en el lugar de trabajo tanto en escuelas privadas y públicas. Sin embargo, el estudio encontró que a diferencia de las escuelas privadas, las medidas no se ejecutan seriamente en las escuelas públicas. El estudio recomienda que la gestión de las escuelas privadas mantenga su rigor en tratar el absentismo del profesorado. Además, el gobierno debe aprender del modelo de las escuelas privadas para tratar el absentismo del profesorado. Por tanto, debe garantizar la utilización eficaz de las medidas disponibles, mejorar el entorno de trabajo del profesorado, la promoción y el pago de los atrasos salariales a tiempo. De nuevo, los directores deben dejar de cubri...

Absenteísmo Na Percepção Dos Docentes De Instituições De Ensino Públicas E Privadas

“…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.…”

“…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).…”

Professional Integrity Among Pre-Service Teachers During Teaching Practice: Experience from School Leaders in Misungwi District, Tanzania

“…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.…”

nfluence of Heads of School Instructional Supervision Practices on Teachers Work Performance in Public Secondary Schools in Lindi Region-Tanzania

“…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).…”

“…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.…”