Teacher Absenteeism and Curriculum Implementation in Primary Schools in Nyamagana District in Mwanza Region of Tanzania
Abstract
This study sought to explore teacher absenteeism and its impact on curriculum implementation in primary schools in Nyamagana District. The study employed a quantitative research approach and cross-sectional survey design. A sample of 3 head teachers, 1 Teachers Service Commission Officer, 30 teachers, and 56 pupils were involved in the study. A questionnaire was employed as a method of data collection with a Cronbach alpha coefficient of correction of 0.733, meaning that it was reliable. Descriptive statistics basically frequency and percentages, were used to analyse data with the aid of SPSS. The study found that teacher absenteeism is less experienced in the visited schools. The findings revealed that poor coverage of syllabi and indiscipline among pupils are some of the effects of teacher absenteeism which indicate that the tragedy accelerates poor curriculum implementation. Thus, the study recommends a suitable legal framework and incentives to improve teachers’ welfare and hence limit teacher absenteeism.
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