REVIEWS ON RELATED LITERATURE

In the thesis statement by Agustin Porres (2016) he stated that: Teachers play one of the most
important roles regarding the quality of educations. Teacher’s absenteeism is affecting
educational quality and affecting student’s achievement. The hypothesis is that teacher’s
absenteeism is a strong predicator of students test scores and a direct negative impact on
students learning. Policies are needed to reduce this behavior and to motivate teachers to give
them the confidence that they have a real impact on student’s achievement. The less teacher
absenteeism is related with more students passing courses, that is to say less absenteeism
improves student’s achievement.

Teacher impact can be studied through multiple avenues including salaries, training, school
environment, and parent engagement with teachers. However, in this study I will look at
teacher absenteeism and the impact it has on student achievement. The data base I worked
with presents some limitations to find a causal effect on the relationship between teacher
absenteeism and student achievement. The unit of observance is at the school level. The
perfect data set for this analysis should have the unit of observance at the student level with
the possibility of matching the student achievement with the absenteeism of his/her current
teacher. Another potential limitation is that the measure used for student achievement is not
accurate enough. The student achievement measure I used only takes into account the effects
of teacher absenteeism on high-achieving students (those that take AP exams). It is possible
that the effects would be different if there were a variable that measured the effect of teacher
absenteeism on all students in the system. (Agustin Porres, 2016).

In the study conducted by Massoud Rahimpour (2011) he stated that: In the educational
system, teachers are most essential part of the society. An important consideration is that they
play a crucial role in the development of the student to promote their skills but in terms of
accuracy, teacher’s presence did not affect this feature very much and there was not a big
difference between the two conditions concerning accuracy. In terms of fluency, participants
showed greater influence in teacher’s presence and this difference was statistically significant.
Concerning complexity, our alternative hypothesis was not confirmed but it is not to say that it
was absolutely rejected. Considering the means, participants performed with greater
complexity in teacher’s presence although it was not proved statistically. (Massoud Rahimpour,
2011).
According to Muhammad Ameeq, (2018), all staff member and school principal should be must
aware of the content of result how severe much issue of teacher absenteeism has, most of the
student already depressed in many other ways and they want proper attention and focus from
their teacher. The school principal should always be contacted with the teacher individual on a
daily basis those are absent from school. The researcher had concluded that most effective way
of reducing the teacher absenteeism to apply a requiring policy in which teacher directly
contact with the principal when they are sick. Beware of this issue is a burden on the principal;
their efficiency of method will reduce the effort and help to improve the teacher attendance. It
does ultimately assist us in reducing the financial outflow of substitute teachers; it’s also
providing more money for the principal to provide teacher incentive that helpful in high
attendance. In some condition when the principal does not contact with the teacher when they
are out from the school, it is implausible that they will be aware of the teacher when he is
absent on a regular basis. In a start of every New, Year principal should explain all faculty and
staff attendance and follow up to monitor presence. Every district monitoring in charge should
be must collect the data about leave usage of their employees. I recommend after my complete
research analysis in a district, to implementing the encouraging incentive programmers, reward
to good attendance, such as cash payment at the spot for those teachers who were having a
good presence, or those people who not use more leaves when their allotted three sheets in
each month. School employee should be recognized having good attendance or provide a
better gift, such as a reward. (Muhammad Ameeq, 2018)

In the analysis of William Obeng-Denteh (2011) , the teacher absenteeism rate had a greater
influence on the performance of the student with all other factors remaining constant. We
realized that the teacher absenteeism rate is inversely related to student performance. Which
means that the higher the teacher absenteeism rate the lower the student mean score .Also the
lower the teacher absenteeism rate the higher the mean student score Over recent decades
there has been a massive effort by developing countries to put their children in school.
Educational attainment, especially basic education, is perceived as one of the main vehicles for
spurring economic growth and improving living standards in developing countries. However
educational attainment in the developing countries is at a standstill because of certain factors
of which absenteeism in school is also a contributor. Research tells us that when a teacher is
absent from the classroom, student learning is disrupted. Also it is known that students
absenteeism affect the performance of the student in exams. An exploratory research was
conducted in Kumasi sub metro to find out whether student and teacher absenteeism affect
the performance of students in BECE. The major steps involved were the gathering of data from
schools in Kumasi Sub Metro District, concerning the students and teachers’ attendance and
the performance of the students in the Basic Education Certificate Examination (BECE). A
regression analysis was performed on the data of student, teacher absenteeism rates and the
performance of the students in the BECE results. The analysis indicated that student
absenteeism is of no significance to the performance of students in BECE. (William Obeng
Denteh, 2011).

Teachers are the most significant school-based inputs into student learning. Empirical evidence
now presents a persuasive case that teachers impact a range of student outcomes beyond test
scores, including student absences, suspension rates, noncognitive skills. Naturally, teachers
need to be physically present in the classroom to provide these benefits to students. When
teachers miss school, substitute teachers need to be called in to cover the class. Substitutes are
not nearly as effective in promoting student learning, presumably due in part to the disruption
of the classroom’s instruction and the fact that substitutes are typically less-experienced
instructors. Despite the documented negative effects of excessive teacher absences, they have
received little policy attention to date. It is not clear whether this lack of attention is due to
union resistance, policymakers’ reticence to burden teachers with more scrutiny, or some other
cause. Regardless, we feel teacher absences could be useful accountability measures for several
reasons.

“Chronically absent teachers can cause their classes to stagnate and potentially compel
colleagues to work harder to pick up the slack.” High teacher absenteeism has important
consequences for students. Chronically absent teachers can cause their classes to stagnate and
potentially compel colleagues to work harder to pick up the slack. Excessive teacher
absenteeism is a sign that the public’s investment into public education is being underutilized,
and we encourage more research and policy experimentation to gain some of the potential
efficiency back. (Hansen, & Quintero 2020).