DOI: 10.36347/sjahss.2016.v04i08.002

Pages: 843-850

The financial cost of teacher absenteeism is significant. Teacher absence often means that students have lost opportunities to learn. Further, teacher absences disrupt the routines and relationships which support the learning process, even with fairer workloads and annual leave provisions, and three school holidays a year for students during which teachers must not be in schools, absenteeism still thrives in schools. It was on this basis that the study sought to assess the effectiveness of the mitigation strategies to absenteeism of teachers, currently in use by the employer, to do a diagnosis why the strategies are not effective. The study was based on the theories of reinforcement and behavior theory. The study employed a descriptive survey design and targeted a population of 326 secondary school teachers. Stratified sampling was used to select a sample size of 98 respondents. Self-administered structured questionnaires were used to collect data. Data was analyzed using correlation analysis. The research findings show that management style, disciplinary action, employee welfare and teacher mobility have varied effect on teacher absenteeism. Management style had a correlation coefficient of -0.4238 indicating a negative relationship with teacher absenteeism. Disciplinary action had a coefficient of -0.5028 indicating that it has negative relationship with teacher absenteeism. Employee welfare and teacher mobility have significant positive relationship with teacher absenteeism as shown with correlation coefficient of 0.9394 and 0.7608 respectively.