Continental J.

Education Research 4 (1):7 - 17, 2011 ISSN: 2141 - 4181

© Wilolud Journals, 2011 http://www.wiloludjournal.com
` Printed in Nigeria

THE IMPACT OF STUDENT AND TEACHER ABSENTEEISM ON STUDENT PERFORMANCE AT THE

JUNIOR HIGH SCHOOL: THE CASE OF THE KUMASI-METRO SCHOOL DISTRICT

W. Obeng-Denteh, E. Asiamah Yeboah, Charles Sam, J. Esi Monkah

Department of Mathematics, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana

ABSTRACT
Over recent decades there has been a massive effort by developing countries to put their children in school.
Educational attainment, especially basic education, is perceived as one of the main vehicles for spurring
economic growth and improving living standards in developing countries. However educational attainment in
the developing countries is at a standstill because of certain factors of which absenteeism in school is also a
contributor. Research tells us that when a teacher is absent from the classroom, student learning is disrupted.
Also it is known that students absenteeism affect the performance of the student in exams. An exploratory
research was conducted in Kumasi sub metro to find out whether student and teacher absenteeism affect the
performance of students in BECE. The major steps involved were the gathering of data from schools in Kumasi
Sub Metro District, concerning the students and teachers’ attendance and the performance of the students in the
Basic Education Certificate Examination (BECE). A regression analysis was performed on the data of student,
teacher absenteeism rates and the performance of the students in the BECE results. The analysis indicated that
student absenteeism is of no significance to the performance of students in BECE. The result also indicated that
teacher absenteeism is of great impact on the performance of the students in BECE .The model below was
therefore used to predict the mean mark of a student for the 2008/2009 academic year:

Mean score of student = 442.552-195.098log (teacher absenteeism rate)

KEYWORDS: students’ performance, teacher absenteeism rate, students’ absenteeism, regression analysis,
Basic education

INTRODUCTION
Access to education in a country is seen both as a fundamental human right and an essential element in the national
development strategy to promote growth and productive adult life.

“I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them
not enlightened enough to exercise their control with a wholesome discretion, the remedy is not to take it from them
but to inform their discretion (Samaha, 2006).” Thomas Jefferson made this statement to illustrate that citizens of
our country are called upon to reach conclusions and make decisions on important matters and having a good
education makes them able to make informed decisions on important issue (Finlayson, 2009). This promise means
that all children by virtue of their own efforts, completely guided, can hope to attain the mature and informed
judgment needed to secure gainful employment, and to manage their own lives, thereby serving not only their own
interests but also the progress of society itself”

The Government of Ghana has shown enormous commitment to the Achievement of “Education for All” (EFA)
through its poverty reduction strategy has been indicated (Ghana.doc). A major achievement in the Ghanaian
education system is that 18 months after the inception of the Education Strategic Plan (ESP), good progress has been
made in terms of access across many areas of the sector. In particular, enrolment rates have risen in primary, Junior
High School (JSS) and post basic sub-sectors (Primary Education Sub-sector Report, 2004).

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BACKGROUND
Effective basic education at the junior high school level is fundamental to achieving the literacy and numeracy levels
required for sustainable economic growth. The present junior high school education system is characterized by
absenteeism, poor teaching, inadequate management and insufficient community participation among others with
the result that children learn little and their performances at the BECE level is low. USAID has been helping to
strengthen the policy and institutional framework at the Ministry of Education, including the printing and
distribution of textbooks. The limited results achieved from these efforts have shown the need to focus attention
more at the school and community level. The Government of Ghana issued a programme outlining a framework for
providing nine years of free compulsory education for the more than 2 million junior high-school-age children.
Ghana has 12,130 primary schools and 5,450 junior high schools (Education in Ghana,Ghanaweb.com). Any
residual activities under the Primary Education Project will be subsumed under this Strategic Objective (SO). The
external constraints are inefficient management at the ministry level, lack of experience in decentralization and poor
physical infrastructure. The purpose of this research is to explore and answer the question “How does
teacher/student absenteeism affect students’ performance in the Basic Education Certificate Examination?” It was
thus hypothesized,

Ho: Student/Teacher absenteeism is of no significance to the performance of the student.

H1: At least Student/Teacher absenteeism is of significance to the performance of the student.

OBJECTIVES
1. Investigate the impact of student, teacher absenteeism on the performance of the student in the Basic Education
Certificate Examination (BECE) in Kumasi Sub-Metro District.

2. Identify good practices that will help reduce teacher, student absenteeism in the district.

3. Identify areas of weaknesses that may be contributing to a decrease in the performance of students in junior high
schools in the district.

SIGNIFICANCE OF THE STUDY

1. Improvement in the performance of students at school and in their final exams (BECE).
2. Ensure financial sustainability of the government programme for basic education over longer term.
3. Strengthen management of the basic education system through better planning, monitoring and evaluation by the
Ministry of Education and Ghana Education Service at district levels, and by promoting active involvement of
communities in the management of schools.
4. Reduce absenteeism of teachers and students at the Junior High School level in the district

LIMITATIONS OF THE STUDY

1. It was hard for us to get data in certain schools because of poor record keeping.
2. Some schools were reluctant in providing us with the information needed.
3. The schools in Kumasi Sub-Metro District were not easily located.

METHODOLOGY
The nature of the data to be collected on this study was in the form of primary research method to study student,
teacher absenteeism in some schools in the Kumasi Sub-Metro District. As this was an exploratory study, it was
restricted to some junior high schools selected from the Kumasi Sub-Metro District in the Ashanti Region of Ghana.
The major steps involved were the gathering of data from the selected schools concerning the students and teachers
attendance, the performance of the students in the Basic Education Certificate Examination (BECE).

A regression analysis was performed on the data of student, teacher absenteeism rates and the performance of the
students in the BECE results.

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ABSENTEEISM
It is an expectation that an employee who is hired to perform a job attend work on a regular basis in order that
scheduled work assignments can be carried out by the most appropriate staff without disruption to other staff. People
who have professional problems and cannot cope in an efficient way with these problems experience distress
(Pithers and Fogarty, 1995). Absenteeism is defined as the persistent absence from work or some other place without
good reason. Absenteeism as a symptom refers to the reasons that a person may be absent from school (truancy) or
work (absenteeism). Sometimes people are too sick to come in, and in some cases, they are making excuses. Both
physical and psychological disorders can stop a person from attending school or work. A study conducted by Romer
(1993) found that class size affected absenteeism, that is, larger classes tend to have higher absenteeism than smaller
classes. In a study, a question of whether class attendance should be mandatory was raised (Glasure, 2001). Also,
teachers absent themselves as a result of wanting to leave the profession they are engaged in, when it becomes
unattractive to them (Lens and De Jesus,1999). Surveys indicate the following generalities in absenteeism:
• The higher the rate of pay and the greater the length of service of the employee, the fewer the absences
• As an organization grows, there is a tendency towards higher rates of absenteeism
• Women are absent more frequently than men
• Single employees are absent more frequently than married employees
• Younger employees are absent more frequently than older employees
• Older employees are absent for longer periods of time than younger employees
• Unionized organizations have higher absenteeism rates than non-unionized organizations
TYPES OF ABSENTEEISM
1. CULPABLE ABSENTEEISM
Culpable absenteeism refers to lateness or absence problems for which the employee should be held responsible
because the problems are within the employee’s power to address and correct (Anonymous, 2004). For instance an
employee who is on sick leave even though he/she is not sick, and can be proven that the employee was not sick is
guilty of culpable absenteeism.

The four key types of culpable absenteeism are:

1. Lateness / leave early;
2. Failure to notify;
3. Absences without leave; and
4. Abuse of leave.

2. NON-CULPABLE (INNOCENT) ABSENTEEISM

Innocent absenteeism refers to the absence of employees due to illness or injury for reasons beyond the employees’
control. Innocent absenteeism is not culpable which means that it is blameless.
Innocent absenteeism is not subject to disciplinary action but is approached on the basis of identifying and
understanding the medical needs of the employee and any restrictions as identified by the employees’ health care
practitioner.

CAUSES OF ABSENTEEISM
The causes of absenteeism are many and include:
• stress
• lack of job satisfaction
• boredom on the job
• serious accidents and illness
• low morale
• poor working conditions
• excessive workload
• transportation problems
• inadequate leadership and poor supervision
• poor physical fitness

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• inadequate nutrition
• Personal problems (financial, marital, substance abuse, childcare eldercare etc.)
• The availability of income protection plans (collective agreement provisions which continue income during
period of illness or accident).
• Employee discontent with a collective bargaining process and / or its results.

COST OF ABSENTEEISM
Absenteeism has repercussions, which include:
Decrease in Productivity
• employees may be carrying an extra workload, or supporting new or replacement staff
• employees may be required to train and orientate new or replacement workers
• staff morale and employee service may suffer

Financial Costs
• overtime or agency cost for replacement workers
• cost of self-insured income protection plans
• premium costs may rise for insured plans

Administrative Costs
• staff time is required to secure replacement employees or to re-assign the remaining employees
• staff time is required to maintain and control absenteeism

WAYS OF ADDRESSING ABSENTEEISM

In today's society of wanting everything without giving anything, both the worker and the employer loses when
either the employer/employee does not care about the other. It is therefore the role of the leader/supervisor to work
with employees on concerns related to attendance. And also, the role of the leader/supervisor to bring to the
attention of the employee whose attendance is of concern, the standards expected and to offer help and support. The
following provides ways to address issues of absenteeism with employees.
• Wage Payment/Incentive System - Workers respond to monetary incentives. If they know that wage
payment is dependent on production quality, you can bet that they are going to try harder to bring out their
best as much as possible.
• Child care and Employee assistance programs: Employers should show that they care about their
employees by providing them with services that will reduce the stresses experience not only at work but
outside of work as well. Since it will be unreasonable to expect 100% focus from a worker who is having a
traumatic situation at home.
• There should be coherent leadership in the workplace.
• Systems and processes in the workplace should be available.
• Staffs’ problems should be dealt with quickly and appropriately.
• Morale of teachers/student should be boosted.
• Supervisors and head teachers should be trained to manage teachers and students absenteeism problems.
• The working environment should be made conducive such that staff members can cooperate with other
staff members and students (Hausknecht et al, 2008).

REGRESSION ANALYSIS
Regression analysis is a statistical measure that attempts to determine the strength of the relationship between one
dependent variable (usually denoted by Y) and a series of other changing variables (known as independent variables
usually denoted by X’s)(Sykes, 1992). The dependent variable is the one you are trying to explain, and one or more
independent variables that are related to it. You can express the relationship as a linear equation, such as:
y = + x, where
• y is the dependent variable
• x is the independent variable

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• is a constant
• is the slope of the line

Which implies that for every increase of 1unit in x, y changes by an amount equal to (Klinkenberg,
www.geog.ubc.ca).

Classical assumptions for regression analysis include:

• The sample must be representative of the population for the inference prediction.
• The error is assumed to be a random variable with a mean of zero conditional on the explanatory variables.
• The variables are error-free. If this is not so, modeling may be done using errors-in-variables model
techniques.
• The predictors must be linearly independent, i.e. it must not be possible to express any predictor as a linear
combination of the others.
• The errors are uncorrelated, that is, the variance-covariance matrix of the errors is diagonal and each non-
zero element is the variance of the error.
• The variance of the error is constant across observations (homoscedasticity). If not, weighted least squares
or other methods might be used.

TYPES OF REGRESSION ANALYSIS

1. LINEAR REGRESSION
In linear regression, the model specification is that the dependent variable, yi is a linear combination of the
parameters (but need not be linear in the independent variables). For example, in simple linear regression for
modeling n data points there is one independent variable: xi, and two parameters, β0 and β1:
yi= β0+ β1 xi+ ei, i=1,…,n

2. Multiple Regression
A multiple regression allows the simultaneous testing and modeling of multiple independent variables (Yaffee,
1982). (Note: multiple regression is still not considered a "multivariate" test because there is only one dependent
variable).

The model for a multiple regression takes the form:

y = ß0 + ß1x1 + ß2x2 + ß3x3 +..... + e

DATA COLLECTION AND ANALYSIS

We collected the data on the raw scores obtained by the students in the BECE for 2008/2009 academic year.
In order to get a fair representation of the BECE scores of JHS final year students, the arithmetic mean was used.
The arithmetic mean was calculated by adding all the scores in a particular school and dividing by the total number
of students with those scores

Mean score = (sum of scores / total number of students)

To measure the absenteeism we collected data for the final year students register. The data included the number of
open days, the total number of students, and the total number of attendance.

Under ideal condition the students were supposed to attend school for a particular number of days but they were not
able to meet the expected days. This can be found by the difference between the expected and the attended times.
This difference is known as students’ absenteeism.

Total students absenteeism = Total expected times – total attended times

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To find the average absenteeism of a particular student, the total students’ absenteeism is divided by the total
number of students in the school. Since the schools had different opening days we needed to standardized their
average absenteeism by using the absenteeism rate.

Absenteeism rate = (Average absenteeism / Total number of days open in the year)*100

Note: Names of Schools are represented with alphabetical letters.

Table1: Student attendance and their absenteeism rate

Schools Total Total Total Total Number Average Total Open Absenteeism
Expected Attended Absenteeism of Students Absenteeism Days Rate for
Attendance Times each student
(%)
A 8470 7897 573 68 8.426471 118 7.141077

B 1653 1585 68 21 3.238095 91 3.558346

C 11739 10176 1563 85 18.38824 129 14.25445
D 5535 5318 217 60 3.616667 120 3.013889
E 36696 35862 834 366 2.278689 130 1.752837
F 6837 6697 140 44 3.181818 129 2.466526
G 3402 3179 223 38 5.868421 103 5.697496
H 2772 2478 294 44 6.681818 126 5.30303
I 3542 3239 303 23 13.17391 154 8.554489
J 2708 2499 209 37 5.648649 90 6.276276

Table 2: Teachers’ absenteeism and their corresponding absenteeism rate

Schools Average Total Open Days Absenteeism Rate for
Absenteeism each Teacher (%)
A 4 118 3.3898
B 4 91 4.3956
C 5 129 3.8760
D 3 120 2.5000
E 2 130 1.5384
F 5 129 3.3898
G 3 103 2.9126
H 2 126 1.5873
I 3 154 1.9481
J 5 90 5.5556

Table 3 shows the summary of the mean score, absenteeism rate of students and teachers corresponding to each
school. This table is then used to develop a model to find the impact of student, teacher absenteeism on the
performance of a Junior High School (JHS ) students in the BECE. The model developed is of the form

Mean scores of JHS in BECE= Y(student absenteeism rate, log(teacher absenteeism rate))

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Table 3: Summary of data for the analysis

SCHOOLS MEAN SCORES STUDENTS TEACHER LOG(TEACHER
ABSENTEEISM ABSENTEEISM ABSENTEEISM
RATE RATE RATE)
A 321.2727 7.141077 3.3898 0.530174

B 310.5000 3.558346 4.3956 0.643018

C 309.2353 14.25445 3.8760 0.588384

D 369.6226 3.013889 2.5000 0.39794

E 440.1221 1.752837 1.5384 0.187069

F 342.4231 2.466526 3.3898 0.530174

G 324.4194 5.697496 2.9126 0.464281

H 350.4138 5.30303 1.5873 0.200659

I 435.7391 8.554489 1.9481 0.289611

J 329.0000 6.276276 5.5556 0.744731

Regression analysis performed with mean score of student in the BECE as the response and student absenteeism rate
and log(teacher absenteeism rate) as predictors gave the following result.

Table: 4: Portrays the variability of predictors explained by the response variable

R Adjusted R
Model R Square Square Std. Error of the Estimate
1 .763(a) .582 .463 35.3614817

Table 5: Shows the significance of the model with two parameters

F
Model Sum of Squares df Mean Square Sig.
1 Regression 12198.164 2 6099.082 4.878 0.047
Residual 8753.041 7 1250.434
Total 20951.20 9

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Table 6: Shows the significance of the individual parameters in the model

Standardized
Model Unstandardized Coefficients Coefficients T Sig.

B Std. Error Beta B Std. Error

1 (Constant) 447.038 32.981 13.554 .000
student
-1.292 3.320 -.098 -.389 .709
absenteeism
log(teacher
-188.512 65.189 -.732 -2.892 .023
absenteeism)

Looking at the analysis of variance Table 5, the P-value is equal to 0.047 which means we have enough evidence to
say at least one of the model’s predictors is useful to explain the Students’ mean scores. Although the model is
statistically significant, just one of the predictors is useful. If one looks at the T-test of the predictor (log (teacher
absenteeism)) from Table 6 has a P-value equal to 0.023. It means the predictor is useful to explain the students’
mean scores; however, the predictor “student absenteeism” is still not useful to predict the mean scores of a student.
Its P-value is 0.709 which is bigger than our significance level, which is 0.05. From table 4 the R-Squared of 58.2
percent means that this model explains 58.2 percent of the variability in the scores which means it is a good
indicator. It also now known that the variable “log (teacher absenteeism)” is the variable that is significant, so we
fitted a model using just this variable. The results are below:

Table 7: Shows the variability of predictor explained by the response variable

Adjusted R
Model R R Square Square Std. Error of the Estimate
1 .757(a) .573 .520 33.4337683

Table 8: Illustrates the significance of the whole model with one parameter
Sum of
Model Squares df Mean Square F Sig.
1 Regression 12008.670 1 12008.670 10.743 .011(a)
Residual 8942.535 8 1117.817
Total 20951.205 9

Table 9: Depicts the significance of the predictor to the model

Unstandardized Standardized
Model Coefficients Coefficients T Sig.

B Std. Error Beta B Std. Error

1 (Constant) 442.552 29.218 15.146 .000
log(teacher
-195.098 59.524 -.757 -3.278 .011
absenteeism)

The model fitted with “mean score of a student” as a response and “log (teacher absenteeism)” as a predictor is
statistically significant. In the variance analysis from Table D the P-value is smaller than 0.05. The value of R-
Squared is good; 57.3 percent of the variability in students mean scores is explained by the variable “log (teacher
absenteeism)”. Next is a scatter plot relating both variables, Fig 1.

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425.0000

meanscore of a student 400.0000

375.0000

350.0000

325.0000

0.2000 0.3000 0.4000 0.5000 0.6000 0.7000

log(teacher absenteeism)

Fig 2: Scatter Diagram for “mean score of a student” against “log (teacher absenteeism)”

Looking at the scatter plot, one can see how clear the relationship between “mean score of a student” and “log
(teacher absenteeism)”. When log (teacher absenteeism) is high, the average scores of a student are low. When log
(teacher absenteeism) is low the scores are high. The model that can be used to predict the total score a student can
obtain based on the absenteeism rate of the teacher.

Mean score of student = 442.552-195.098log (teacher absenteeism rate) which represent the regression equation

Y= β0 +β1X where
Y is the Mean score of a student
β0 =442.552(intercept)
β1= -195.098(slope)

For a teacher absenteeism rate of 1%, the mean score of a student will be 442.552 with all other factors (good
teaching learning environment, requisite facilities, etc) remaining constant .

It is therefore rare for a teacher to have an absenteeism rate of 1% in an academic year. This means that teacher’s
absenteeism rate is always more than 1%. And these absenteeism rates have great impact on the performances of the
student.

From all ten schools the average teacher absenteeism rate does not exceed 4%. Therefore in a school with teacher
absenteeism rate of 10% which is the extreme case with all other factors remaining constant, a student gets 247.454.

CONCLUSION
From all the analysis performed using student and teacher absenteeism rate against the mean student score (which is
the sum of the best six (6) subjects including Mathematics, Science and English).Our findings revealed that
student’s absenteeism is of no significance to student’s performance. The teacher absenteeism rate had a greater
influence on the performance of the student with all other factors remaining constant. We realized that the teacher
absenteeism rate is inversely related to student performance. Which means that the higher the teacher absenteeism
rate the lower the student mean score .Also the lower the teacher absenteeism rate the higher the mean student
score. The teacher absenteeism rate has its lowest value at 1%, and cannot go below that .Since the highest score of
a student is 1% teacher absenteeism rate.

In a school with teacher absenteeism rate of 2% a student get a mean score of 383.8216. Also if a student wants a
mean score of 400 then the teacher absenteeism rate should be 1.652. For teacher absenteeism rate of 7% the student
mean score become 277.675.

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Other factors also have influence on the performance of a student, but we were not interested in them.

RECOMMENDATION
1. All schools and staff in Kumasi Sub-Metro should be made aware of the content and results of this study and how
serious the impact teacher absenteeism has on the performance of the student, particularly on students who are
already deprived in other ways and need the full attention and focus of their teacher.

2. Head teachers should require all teachers to make personal contact with them or an assistant head teacher when
they will be absent.

3.In times when there is a programme to be attended, the number of teachers to attend should be looked at critically.
Less number of teachers should be chosen to represent the school in any program rather than majority of teachers
partaken in the programme. This will eventually lead to a reduction in the absenteeism rate of teachers since
Suryahadi et al (2006) indicates that teacher absenteeism is indeed a significantly negative correlate of student
performance.

4. Principals need to explain attendance expectations to faculty and staff at the beginning of each school year and
then follow up to monitor attendance (Ghana Basic Education Sector Improvement Project (P000975)). Also school
districts should also regularly gather attendance data and monitor the leave usage of their employees.

5.We also recommend that the District look at implementing incentive programs to encourage and reward good
attendance, such as monetary bonus’ for teachers who have perfect attendance, or those who are committed to their
work and does it whole heartedly.

6. We recommend also that students should be encouraged to partake in extracurricular activities both in school
and out of school since their absence is of no significance.

7. We also recommend that students check on their teachers and report to authorities when their teachers refuse to
attend classes but use the time for other activities.

8. Finally, we also suggest that school authorities put teacher attendance data on student report cards, as done by the
New York City Schools whose teachers miss an average of 11 days annually (Finlayson, 2009).

AKNOWLEDGEMENT
The authors of this work wish to acknowledge the management of the Kumasi Metro Schools for making the
requisite data available and the teachers and students who constituted the subjects of the above research.

REFERENCES
Alan O. Sykes (1992) : An Introduction to Regression Analysis, Inaugural Course Lecture, University of Chicago
Law School, USA

Alan O. Sykes (2001): Improving Student Performance in Public Primary Schools in Developing Countries:
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Anonymous (2004): Attendance Awareness Programme, Human Resources, The University of Western Ontario, Pp.
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Brian Klinkenberg (2011), Regression Analysis, Geography 479,Microsoft PowerPoint Presentation, Accessed on
the internet from http://www.geog.ubc.ca/courses/geob479/notes/Handouts/Regression_Analysis_4.pdf in 12th
March, 2011.

David Romer (1993): "Do Students Go To Class? Should They?" The Journal Of Economic Perspectives, Summer,
Pp. 167-174.

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Daniel Suryadarma, Asep Suryahadi, Sudarno Sumarto , F. Halsey Rogers (2006) : Improving Student Performance
in Public Primary Schools in Developing Countries: Evidence from Indonesia, Education Economics, Vol. 14, Issue.
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Central Region

Joel Samaha (2006): Criminal Justice, Seventh Edition, Thompson Wadsworth, USA, pp.xxviii

John Hausknecht, Nathan J. Hiller, Robert J. Vance (2008): ILR Impact Brief - Deconstructing Absenteeism:
Satisfaction, Commitment, and Unemployment, Cornell University ILR School, Policy & Issue Briefs. Paper 45

Mary Finlayson (2009): The Impact of Teacher Absenteeism on Student Performance: The Case of the Cobb County
School District, Kennesaw State University, Pp. 4-10

R. T. Pithers & G.J. Fogarty (1995): Occupational stress among vocational teachers. British Journal of Educational
Psychology, 65, 3-14.

Robert A. Yaffee (1982): Regression Analysis with SAS. McGraw-Hill Publishers London.

Willy Lens & S. Neves de Jesus (1999): A Psychosocial interpretation of teacher stress and burnout. In Ronald
Vandenberghe, & A. Michael Huberman (Eds.), Understanding and preventing teacher burnout (pp. 192-201).
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Yong U. Glasure, (2001): Does Absenteeism Matter in Academic Performance?, The 52nd International Atlantic
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Received for Publication: 12/02/2011

Accepted for Publication: 18/03/2011

Corresponding author
W. Obeng-Denteh,
Department of Mathematics, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
Email: obengdentehw@yahoo.com

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