THE NATURE OF TRUANCY AND THE LIFE WORLD OF TRUANTS IN SECONDARY SCHOOLS
TABLE OF CONTENTS
PAGE
CHAPTER 1: PROBLEM, AIMS AND PLAN OF STUDY
1.1 Introductory orientation 1
1.2 Problem analysis 1
1.2.1 The pre-scientific problem awareness 1
1.2.2 Exploring the problem 4
1.2.2.1 Incidence and nature of truancy 4
1.2.2.2 Factors associated with truancy 6
1.2.2.3 Truancy differentiated from school phobia 8
1.3 Statement of the problem 9
1.4 Aims of research 9
1.4.1 General aim 9
1.4.2 Specific aim 9
1.5 Research method 10
1.6 Demarcation of research 10
1.7 Explanation of concepts 11
1.7.1 Truancy 11
1.7.2 A truant 11
1.7.3 Secondary school 12
1.7.4 Life world 12
1.8 Research programme 12
1.9 Conclusion 13
CHAPTER 2: TYPES OF TRUANCY, CAUSAL FACTORS AND
APPROACHES USED IN THE MANAGEMENT AND REDUCTION
OF TRUANCY
2.1. Introduction 14
2.2. Blanket truancy 14
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2.2.1. Perspectives in various countries 14
2.2.2. The rate of truancy in terms of gender 17
2.2.3. Truancy rate according to the geographical location
of the school 18
2.3. Post-registration truancy 19
2.3.1. The extent of post-registration truancy 19
2.3.2. When are learners likely to stay away from lessons? 19
2.3.3 How often do learners engage in post-registration truancy? 20
2.3.4. Which lessons are most learners likely to “bunk”? 21
2.4. Do learners engage in both types of truancy? 22
2.5 Where do learners go when not at school or attending lessons 23
2.6 Perspectives on factors that contribute to truancy 24
2.6.1 Personality aspects 24
2.6.1.1 Anxiety and fear 24
2.6.1.2 Poor social skills 25
2.6.1.3 Low self-esteem 25
2.6.1.4 Anti-social behaviour 25
2.6.1.5 Scholastic failure 26
2.6.1.6 Learning problems 26
2.6.1.7 Cognitive style 28
2.6.1.8 Poor habits arising from initially legitimate reasons 29
2.6.2. School factors 30
2.6.2.1 Dilapidated school buildings and poor facilities 31
2.6.2.2 School size 31
2.6.2.3 Movement between classes during lesson change 32
2.6.2.4 Classroom management 32
2.6.2.5 Bullying 33
2.6.2.6 Educator-learner relationship 34
2.6.2.7 Teaching or instructional approach 35
2.6.3. Family and other social factors 36
2.6.3.1 Socio-economic status of parents 37
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2.6.3.2 Marital status of parents 37
2.6.3.3 Poor parental involvement and supervision 38
2.6.3.4 Peer influence 39
2.6.3.5 Violence and drug use 39
2.7. Approaches used in the management and reduction of truancy 41
2.7.1. Personality aspects 41
2.7.1.1Tutoring and mentoring systems 41
2.7.1.2 Counselling and therapy 42
2.7.2 The school 42
2.7.2.1 Using reinforcement and reward systems 43
2.7.2.2 Using a variety of instructional approaches 43
2.7.2.3 Effective monitoring, registration and recording
of attendance 44
2.7.2.4 Welcome back to school 45
2.7.2.5 Student welfare 45
2. 7.2.6 Life-skills education 46
2.7.2.7 In-service training 46
2.7.3 Interdepartmental and government initiatives 47
2.7.4 Acting fast on learner absence 48
2.7.5 Ordinances 49
2.7.6 Attendance or truancy officers 49
2.7.7 Prosecuting parents 49
2.7.8 Awareness campaigns 50
2.7.9 Whole-school development 50
2.8 Conclusion 52
CHAPTER 3: RESEARCH DESIGN
3.1 Introduction 54
3.2 Research problems and hypotheses 54
3.2.1 General research problems 54
3.2.2 Specific research problems and hypotheses 56
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3.3 The research approach 62
3.4 Research design 62
3.5 The research instrument 63
3.5.1 Questionnaire 63
3.5.2 Pilot study 65
3.5.3 Validity and reliability 65
3.6 Population and sampling 66
3.6.1 Population 66
3.6.2 The sample 66
3.6.3 Limitations 67
3.7 Conclusion 67
CHAPTER 4: ANALYSIS AND INTEPRETATION OF THE RESEARCH
FINDINGS
4.1 Introduction 68
4.2 Statistical analysis and techniques 68
4.3 Results and discussion of results 68
4.4 Specific problem statements and hypotheses 74
4.5 Conclusion 88
CHAPTER 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Summary of literature findings 89
5.1.1 Introduction 89
5.1.2 Nature and extent of truancy 89
5.1.3 Factors contributing to truancy 90
5.1.3.1 Personality aspects 91
5.1.3.2 School factors 91
5.1.3.3 Family and other social factors 91
5.2 Approaches that are used to manage truancy in secondary schools 92
5.2.1 Personal factors 92
5.2.2 Interventions at schools 92
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5.2.3 Inter-departmental cooperation and government initiatives 92
5.2.4 Acting fast on learner absence 93
5.2.5 Introducing loitering ordinance 93
5.2.6 Attendance or truancy officers 93
5.2.7 Prosecution 93
5.2.8 Awareness campaign 93
5.2.9 Whole-school development 93
5.3 Summary of the findings of the empirical investigation 94
5.4 Recommendations 96
5.5 Contributions of the study 98
5.6 Limitations of the study 98
5.7 Conclusion 99
BIBLIOGRAPHY 100
APPENDICES 113
1
CHAPTER 1: PROBLEM, AIMS AND PLAN OF STUDY
1.1 Introductory orientation
Truancy is about learners who have not been attending school regularly as required by the
school, parents and even the authorities. Truant behaviour is a problem for the individual,
the family, the school and society in general.
The funding allocations for public schools are made available on the assumption that
there will be learners in schools to be taught. Truancy has negative financial implications
such as the waste of public resources due to large number of truanting learners. Other
negative implications include loss of learning opportunities, poor academic performance
and eventual dropout.
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THE NATURE OF TRUANCY AND THE LIFE WORLD OF TRUANTS IN SECONDARY SCHOOLS
