Time to Teach: Teacher Attendance and Time on Task in Primary Schools in Zanzibar

Autor/inn/en	Han, Christine; Karamperidou, Despina; Peirolo, Silvia
Institution	UNICEF Office of Research – Innocenti (Italy)
Titel	Time to Teach: Teacher Attendance and Time on Task in Primary Schools in Zanzibar
Quelle	(2021), (86 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Employee Absenteeism; Teacher Behavior; Barriers; Educational Quality; Teacher Attendance; Elementary School Teachers; Educational Policy; Time; Time Management; Elementary Education; Compensation (Remuneration); Teacher Education; Faculty Workload; Teaching Conditions; Teacher Characteristics; Foreign Countries; Tanzania + Suchen Sie Ihr Suchwort? Employee; Absenteeism; Absentismus; Teacher behaviour; Lehrerverhalten; Quality of education; Bildungsqualität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Politics of education; Bildungspolitik; Zeit; Zeitmanagement; Elementarunterricht; Abfindung; Kompensation; Lohnausgleich; Lehrerausbildung; Lehrerbildung; Lehrbedingungen; Unterrichtsbedingungen; Ausland; Tansania
Abstract	Teacher absenteeism constitutes a significant barrier to achieving quality education in many low- and middle-income countries globally, where teachers' school absence rates range from 3 per cent to 27 per cent. Over the past few decades, Zanzibar has implemented a number of policy reforms and made tremendous progress in expanding access to primary education. Yet, the quality of learning outcomes remains weak. One of the major factors hindering the provision of quality education is teacher absenteeism, which is a prevalent phenomenon across primary schools. Time to Teach (TTT) targets this knowledge gap. Its primary objective is to identify factors affecting the various forms of primary school teacher attendance and to use this evidence to inform the design and implementation of teacher-related policies. Specifically, the study looks at four distinct forms of teacher attendance: being in school; being punctual; being in the classroom; and spending sufficient time on task while in the classroom. (As Provided).
Anmerkungen	UNICEF Office of Research - Innocenti. Via degli Alfani 58, 50121, Florence, Italy. Tel: 39-055-20330; Fax: 39-055-2033220; e-mail: florence@unicef.org; Web site: https://www.unicef-irc.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01