Keeping Teachers in the Classroom: How School Management Tackles Absenteeism in South Africa

Keeping Teachers in the Classroom: How School Management Tackles Absenteeism in South Africa

Ronnie Risimati Maceke

Issue: Vol. 6 No.14 Article 17 pp. 3642 – 3651
DOI: https://doi.org/10.38159/ehass.202561417 | Published online 30th December, 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

Teacher absenteeism remains a significant and persistent issue in educational institutions across the globe. It negatively affects student learning results, disrupts curriculum coverage, and lowers school morale and overall performance. This qualitative study examined the connection between teacher attendance and school management methods, with a particular emphasis on leadership styles, policy enforcement, and the prevailing school culture. This study used desktop data analysis to examine the extent to which school administrators can successfully lower absenteeism with intentional and strategic management techniques. It consulted a variety of recent literature, educational policy documents, and documented case studies. The study’s findings revealed that transformational leadership is essential in influencing teachers’ dedication and responsibility. In addition, developing a welcoming, encouraging, and inclusive school climate and consistently enforcing explicit attendance standards are crucial components in encouraging frequent teacher attendance. Successful school leadership that prioritises professional growth, open communication, and staff well-being is more likely to foster a culture of accountability and teacher motivation. This study provides a set of recommendations designed to help school management teams proactively address absenteeism. Enhancing teacher presence and raising student accomplishment can be achieved through fostering a collaborative school culture, strengthening leadership capacity, and matching policies with supportive practices. This study highlights how transformational leadership, consistent policy enforcement, and a supportive school culture mitigate teacher absenteeism, deepening understanding of how strategic school management fosters teacher engagement and reliable attendance.

Keywords – Absenteeism, Management, Leadership, Retention, Accountability, Education

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ABOUT AUTHOR(S)

Ronnie Risimati Maceke is a Lecturer in the Department of Education Studies at the University of Limpopo, South Africa. He holds a PhD and a Master’s degree in Adult Education from the University of South Africa (UNISA), a BEd Honours degree in Education, Training and Development, and an Advanced Certificate in Educational Management from the University of Johannesburg (UJ), as well as a Primary Teacher’s Diploma (PTD) from Shingwedzi College of Education. His research interests focus on Adult and Community Education and Training (ACET), particularly on teacher absenteeism, educational management, and institutional accountability in community learning centres.

TO CITE ARTICLE

Maceke, Ronnie Risimati. “Keeping Teachers in the Classroom: How School Management Tackles Absenteeism in South Africa.” E-Journal of Humanities, Arts and Social Sciences 6, no. 14 (2025): 3629 – 3641, https://doi.org/10.38159/ehass.202561417.