Why teachers and students stay home: A mixed-methods analysis of teacher and student absenteeism across nine schools in Guyana

Abstract

Purpose

The purpose of this paper is to explore the influences of teacher and student absenteeism across nine public schools (five primary and four secondary) in Guyana, South America.

Design/methodology/approach

To conduct this study, the author employed a mixed-methods study that included a descriptive analysis of a purposive sample of teacher (n=69) and student (n=175) surveys and semi-structured interviews with head teachers (n=8), teachers (n=25), students (n=36), and parents (n=9).

Findings

The findings suggested that teacher absenteeism can be attributed to school organizational challenges, such as poor working conditions and weak administrative leadership. Student absenteeism appeared to be influenced primarily by out-of-school factors such as the need to work and to take care of younger siblings.

Research limitations/implications

The study’s purposive sample may have prevented a more nuanced understanding of the various influences of teacher and student absenteeism.

Originality/value

The author provides new insight into some of the root influences of teacher and student absenteeism in Guyana, South America. As such, policymakers and practitioners in the Ministry of Education are positioned to devise evidence-based solutions.

Citation

Bristol, T.J. (2017), "Why teachers and students stay home: A mixed-methods analysis of teacher and student absenteeism across nine schools in Guyana", International Journal of Comparative Education and Development, Vol. 19 No. 4, pp. 134-149. https://doi.org/10.1108/IJCED-07-2017-0010