Learner Truancy In South African Township Public High Schools: A Management Perspective

Abstract

The study investigated the management strategies that school principals employed to curb the incidents of learner truancy in South African township public schools. Learner truancy boil down to effective teaching and learning. In this study, the researchers argue that school principals should use effective management strategies that will instil a sense of discipline and respect for time management and a collaborative effort by parents as well. An interpretive qualitative research method was used in this study to elicit rich contextual data of school principals’ management strategies of learner truancy in their respectful schools. A convenience sample of 13 school principals in one district of education in South Africa was sampled. The study used in-depth interviews strategies to collect data that enhanced and shed light on management strategies used by township school principals. It took two months for the researchers three months period to interview and collate the data. Qualitative data collected was transcribed from the recordings and thematically analysed. The study results revealed that their school policies in place for learner late coming and they are being used in schools. However, the study also showed that disciplinary practices are inconsistent with the actual policies. It was further revealed that school principals persist to violate school policies and school education legislation.