Contributing factors to unexcused teacher absenteeism in Adult and Community Education and Training centres

This study aimed to explore factors that contribute to unexcused teacher absenteeism in Adult Community Education and Training (ACET) centres in Johannesburg, South Africa. This study employed an exploratory qualitative design to investigate the underlying causes of unexcused teacher absenteeism. Data were collected through semi-structured interviews, participant observations, and document analysis, enabling triangulation and depth of insight. The sample included nine participants, centre managers and teachers from three purposively selected ACET centres. The small sample size of nine participants, all from one area (Johannesburg), limits the generalisability of the findings to other contexts. Thematic analysis was used to interpret the data. Ethical protocols were strictly followed, including informed consent, verbal explanation of study procedures, and adherence to the Protection of Personal Information Act 4 of 2013 to ensure confidentiality and anonymity. Findings revealed that absenteeism is influenced by a combination of personal (e.g., alcoholism, illness, family responsibilities), socio-economic, and institutional factors. Weak monitoring systems and insufficient support from the Department of Higher Education and Training (DHET) further exacerbated the issue. The study recommends continuous professional development for centre managers in leadership and conflict resolution, as well as targeted workshops to familiarise educators with leave policies and consequences of non-compliance.