Time to Teach. Teacher attendance and time on task in primary schools in Zanzibar

Teacher absenteeism represents one of the major challenges for achieving universal learning in many developing countries, where teacher absence rates range from 3 to 27 per cent. Due to lack of data and dedicated studies in the country, the actual rates of teacher absenteeism are not clear. Available research shows that teacher absenteeism is a prevalent phenomenon in Zanzibar. A 2015 project report focusing on quality instruction and learning environment shows that in a small number of primary schools visited, 41 per cent of teachers were absent from school, and only 30 per cent were in the classroom teaching at the time of the visit. A 2013 survey conducted in 126 primary schools across Zanzibar found almost all schools in the sample experienced different types of teacher absenteeism, including absence from school, late arrival and absence from the classroom. While the stark numbers are available, the evidence base on which factors, policies and practices affect teacher attendance in Zanzibar, remains scant. The Time to Teach (TTT) study aims to address this knowledge gap. The primary objective of the study is to collate and strengthen the evidence base on the various types and determinants of primary school teacher attendance and to provide practical recommendations for improving the design and implementation of teacher policies. Specifically, the study looks at four distinct dimensions of teacher attendance: (1) being in school; (2) being punctual (i.e. not arriving late/leaving early), (3) being in the classroom (while in school); and (4) spending sufficient time on task (while in the classroom). TTT is a mixed-methods project, employing both qualitative and quantitative research tools. The study draws from national, system-wide, qualitative data collections and school observations, and a quantitative survey of 463 teachers working in 20 purposely selected primary schools.