Socio-Economic Factors Contributing to Truancy in Primary School Learners. A Case Study of the Manzini Region, Eswatini

Socio-Economic Factors Contributing to Truancy in Primary School Learners. A Case Study of the Manzini Region, Eswatini

Naboth Mudavanhu Phebeni & Zinhle Nozipho Mamba

Issue: Vol.6 No.12 Article 4 pp. 2929 – 2942
DOI: https://doi.org/10.38159/ehass.20256124 | Published online 11th November, 2025
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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ABSTRACT

This study examines the role of socio-economic factors in influencing school attendance in the Manzini Region of Eswatini. It further examines the relationship between parental involvement, poverty, parents’ or guardians’ employment status, and truancy among primary school learners in the region. The study employed a mixed-methods approach and adopted Bronfenbrenner’s 1979 Ecological Systems theory, which emphasizes the interaction between individual, family, and societal factors in shaping an individual’s behavior. Thematic analysis was used to process the qualitative data, while SPSS was used for the quantitative findings. The study involved five principals, ten teachers, twenty students, and ten parents/guardians. The findings revealed that learners from low-income households, children of unemployed or informally employed parents, and those experiencing limited parental involvement were significantly more likely to engage in truancy. Inadequate access to school resources, peer influence, and family instability also emerged as strong predictors of absenteeism. The study concluded that truancy undermines educational outcomes, contributes to increased dropout rates, and perpetuates the cycle of poverty in families and society. The study challenged policymakers and educators to craft actionable, targeted interventions to mitigate socioeconomic factors that act as barriers to accessing and providing education. This study contributes to scholarship by providing empirical evidence on how socio-economic factors interact to influence truancy within the Eswatini context, where research is limited. It extends the application of Bronfenbrenner’s ecological framework to the problem of primary school absenteeism, thereby providing a contextualized understanding of the microsystem (family), mesosystem (school), and exosystem (community) influences on learner attendance.

Keywords: Truancy, Socio-economic factors, Learning, Learner performance.

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ABOUT AUTHOR(S)

Naboth Phebeni is a Ph.D. Candidate in Leadership and Educational Management at the University of KwaZulu-Natal. His research focuses on educational leadership, organizational development, inclusive education, and data-driven decision-making. He lectures at CECOS College, London (Birmingham Campus), in the Department of Education and Training, where he delivers Level 7 modules and mentors postgraduate students. Before joining higher education, Phebeni gained extensive experience in school leadership and management. His roles as Director of Sport and Head of Physical Education in Eswatini and Zimbabwe, and as a Senior Lecturer at Amadi University College, have equipped him with a wealth of knowledge and expertise. He has also served as a Senior Lecturer at Amadi University College, teaching leadership, management, and research-oriented modules. Phebeni’s work is a testament to his commitment to advancing effective and inclusive educational leadership practices. His integration of practical leadership experience with scholarly inquiry has led to significant contributions in this field, instilling confidence in his peers and students alike.

Zinhle Nozipho Mamba is a dedicated educator and holds a Master’s degree in Educational Measurement, Assessment, and Evaluation from Bindura University of Science Education, Zimbabwe. Her research interests are centered on developing practical educational evaluation and assessment strategies that foster student engagement and achievement. She is committed to leveraging educational technology and promoting inclusive education to ensure every student’s success. Zinhle is a teacher passionate about improving effective teaching and learning processes and creating inclusive and supportive learning environments for students, drawing on her extensive experience as a teacher. Her vast classroom expertise has equipped her with valuable insights into learners’ diverse needs and the ability to bridge the gap between theory and practice. She ensures that all learners receive the necessary academic support to strive academically and personally.

TO CITE ARTICLE

Phebeni, Naboth Mudavanhu, and Zinhle Nozipho Mamba.“Socio-Economic Factors Contributing to Truancy in Primary School Learners: A Case Study of the Manzini Region, Eswatini.” E-Journal of Humanities, Arts and Social Sciences 6, no. 12 (2025): 2915 – 2928, https://doi.org/10.38159/ehass.20256124.