Authors: Dr. Phiri John
Abstract: This study investigates the relationship between teacher absenteeism and job security in selected government secondary schools in Chipata District, Zambia—namely Damview, Chipata Trades, St. Atanazio, and Hillside Girls Secondary Schools. Recognizing that teacher attendance is central to effective learning, the research sought to understand how employment conditions and perceptions of job stability influence absenteeism patterns. A mixed-methods explanatory design was employed. Quantitative data were gathered through structured questionnaires administered to teachers and attendance register reviews, while qualitative insights were obtained from interviews with school administrators, focus group discussions, and document analysis. Statistical techniques, including regression analysis, were used to examine associations between job security and absenteeism, while thematic coding captured teachers’ lived experiences and perspectives. Findings revealed that teachers with permanent, pensionable positions reported higher levels of perceived job security and, paradoxically, higher rates of unauthorized absenteeism compared to contractual staff. However, job security alone did not fully account for absenteeism trends. Other significant factors included transport challenges, health-related issues, low job satisfaction, and weak enforcement of attendance policies. These results highlight the complex interplay between structural employment protections and everyday realities of teacher welfare. The study concludes that effective interventions must combine clear disciplinary measures with initiatives that enhance teacher motivation and well-being. Recommendations include strengthening daily monitoring systems, streamlining disciplinary procedures in line with labor law, piloting attendance incentives, and investing in welfare programs to support teachers. By addressing both accountability and welfare, education authorities can reduce absenteeism and improve learning outcomes in Zambia’s public schools.
