Extent of the Teachers' Involvement in Decision-Making on Curbing Teachers’ Absenteeism in Public Primary Schools in Mufindi District, Tanzania

Abstract

This study investigated the Extent of teachers' Involvement in Decision-Making on Curbing Teachers’ Absenteeism in Public Primary Schools in Mufindi District, Tanzania. The study was guided by Teacher Empowerment Theory (1992), while employing a convergent research design under a mixed research method. The target population included 152 public primary schools, 152 headteachers, 1,193 teachers, and 1 District Primary Education Officer, making a total of 1,346. Both Probability and non-probability sampling techniques were used to select 15 public primary schools, 15 headteachers, 200 teachers, and 1 District Primary Education Officer (DPEO), thus making a total of 216 respondents. Quantitative data were collected through questionnaires, while qualitative data were collected through an interview guide and a document analysis guide. Data collection instruments were validated by three MWECAU research experts from the field of Educational Planning and Administration. A pilot study was conducted in 2 public primary schools not included in the study. The reliability of questionnaires for Likert-type items was ensured using Cronbach's Alpha Coefficient, while the trustworthiness of qualitative data collection instruments was ensured through triangulation to ensure consistency. Quantitative data were analyzed using descriptive and inferential statistics, including Simple Linear Regression at a 0.05 (α) significance level, with the aid of SPSS version 27, while qualitative data were analyzed thematically with the aid of NVivo version 15. The researcher adhered to ethical considerations, including a research permit letter, informed consent, confidentiality and anonymity, and avoiding plagiarism throughout the evaluation process. The study found that involving teachers in key school matters such as school improvement planning and participation in school committees significantly enhances teachers’ sense of ownership, accountability, commitment, and responsibility toward school activities. The study concludes that teacher participation in decision-making serves as a significant dimension of an empowerment mechanism in curbing teachers' absenteeism but not a major one that enhances teachers’ commitment to school responsibilities, due to routine or habitual working practices, staffing constraints, and personal circumstances that reduces positive attitudes toward work, accountability, and teachers’ willingness to attend school regularly and remain engaged in their professional duties. The study recommends that primary school leadership in Mufindi District should introduce a structured “Teacher Attendance Accountability Participation Integration System (TAAPIS)” at the school level.