Month: September 2009

Yesterday I looked at teacher absence in the developing world, highlighting India where a quarter of teachers may be absent on a given day.  Teacher absence isn't that high in the United States but it is still shockingly high.  On a typical school day, 5-6% of teachers are absent, i.e. equivalent to an absence once every 20 days!

Bearing in mind that the typical school year is 180 days, add absences to all the school holidays, teacher workdays, staff development days (btw, ever seen a Walmart shutdown for a staff development day?), and other non-teaching days (e.g. in Fairfax, Mondays are half-days) and the number of days of true teachng greatly diminishes.   

Teachers probably do get sick more often than other workers but teacher absence rates are three times higher than for managers and professional employees in the private sector.  Moreover, are you surprised to learn that teacher absences are most frequent on Mondays and Fridays or that teacher absences are of a duration just short of that requiring medical certification of illness?

Finally, teacher absences reduce student achievement both in the United States and in the developing world. 

In South Africa the problem of teacher absence is so bad that frustrated students rioted when teachers repeatedly failed to show up for class. But the problem is not limited to South Africa, teachers are absent throughout the developing world.  Spot checks by the World Bank, for example, indicate that on a typical day 11% of teachers are absent in Peru, 16% are absent in Bangladesh, 27% in Uganda and 25% in India.

Even when teachers are present they are often not teaching.  In India, where a quarter of the teachers are absent on any particular day, only about half of those present are actually teaching.  (These are national averages, in some states the problem is worse.)

The problem is not low salaries.  Salaries for public school teachers in India are above the norm for that country.  Indeed, if anything, absenteeism increases with salary (and it is higher in public schools than in private schools, despite lower wages in the latter).  The problem is political power, teacher unions, and poor incentives. 

Teachers are literate and they vote so they are a powerful political force especially where teacher unions are strong.  As if this were not enough, in India, the teachers have historically had a guarantee of representation in the state Legislative Councils so political power has often flowed to teachers far in excess of their numbers.  As a result, it's virtually impossible to fire a teacher for absenteeism.

The situation in South Africa is not that different than in India.  The NYTimes article on South Africa has this to say:

“We have the highest level of teacher unionization in the world, but their focus is on rights, not responsibilities,” Mamphela Ramphele, former vice chancellor of the University of Cape Town, said in a recent speech.

Some reforms are planned in South Africa, including greater monitoring of teacher attendance but this offhand remark suggests the difficulties:

“We must ask ourselves to what extent teachers in many historically disadvantaged schools unwittingly perpetuate the wishes of Hendrik Verwoerd,” [President Zuma] recently told a gathering of principals, implicitly challenging the powerful South African Democratic Teachers’ Union, which is part of the governing alliance (!).  (Emphasis added, AT.)