Economic, Environmental and Cultural Contextual Perpetuators Hiking Truancy in Mwanga District Council Primary Schools

Jonathan Luka & Romwald Joseph Kairembo
The Open University of Tanzania
Faculty of Education,
Email: lukaj50@yahoo.com

Abstract: This study assessed the economic, environmental, and cultural contextual factors contributing to rising truancy in selected primary schools within Mwanga District Council. The study employed a mixed-method approach and a descriptive design, using multiple triangulated data collection methods. Semi-structured interviews and questionnaires were used as primary instruments. Descriptive techniques were applied to analyze nominal and ordinal data, yielding percentages and frequencies. Data were collected from a sample of 60 participants. Both probability and non-probability sampling techniques
were used 19 headteachers and 1 District Primary Education Officer (DPEO) were interviewed, while questionnaires were administered to 40 teachers. Trustworthiness was ensured through methodological triangulation, multiple data sources, and expert review. The findings revealed that truancy has increased since the COVID-19 pandemic, though at a modest pace. School B recorded a higher percentage of truancy compared to others. All schools studied indicated that boring classes, bullying, harsh punishment, academic failure, and an unsafe school environment contributed to truancy. Additionally, factors such as food insecurity, unreliable transportation, teacher harshness, peer pressure, and pupils engaging in small-scale businesses were also identified as contributors. Participants recommended the full involvement of parents and the wider community in school by-law development, rather than limiting participation to school committees, which may not reflect the views of all parents in Mwanga District.