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FACTORS
A Thesis
Submitted in Partial Fulfilment of the Requirements for the Degree of
Masters of Science in Management Studies
of
The University of the West Indies
ABSTRACT
The rising rates of absenteeism, coupled with its increasing costs, have drawn the
attention of businesses, governments, and other affected parties. It is an extensive
topic which has also attracted many researchers. In spite of enormous research in
the general area of absenteeism, the subject of school teacher absenteeism has
received only moderate interest.
Rosenblatt and Shirom’s work provides the framework for this study, with some
noteworthy improvements being made to their model.
ACKNOWLEDGEMENTS
This project would not have been possible without the support of many people. I
would like to thank Mr. Baptiste for his assistance and advice in the preparation of
the thesis. In addition, special thanks are due to the Director of the Human
Resource Management Unit at the Ministry of Education whose familiarity with the
would also like to thank the principals and teachers who not only chose to
participate in the study, but were also very friendly and welcoming. Finally, my
across the country, my uncle Rudy for giving guidance throughout, and all my
siblings and friends who have endured this long process with me, always offering
their love.
v
To Darlene
CONTENTS
Chapter
Abstract iii
Acknowledgements iv
Dedication v
List of Illustrations ix
1. INTRODUCTION 1
2. LITERATURE REVIEW 3
Costs of Absenteeism 3
Personal Characteristics 7
Occupational Characteristics 11
Significance of Study 13
3. METHODOLOGY 15
Measures 19
Absence Frequency 19
Gender 20
Educational Attainment 20
Chapter
School Position 21
Salary 21
Control Variables 21
Excluded Data 23
Identification of Outliers 24
4. RESULTS 32
Correlational Analyses 32
Assessing Multicollinearity 39
5. DISCUSSION 44
References 58
CONTENTS
APPENDICES
Appendix P Boxplot and Line Graph for Job Scope and Teaching Load 97
Figures
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Tables
CHAPTER 1
INTRODUCTION
levels of primary and secondary school teachers in the country. An article in the
H OME (Mohammed 2005). In the article it is clear that the Education Minister Hazel
Manning, after meeting with Trinidad and Tobago Unified Teachers’ Association
(TTUTA) and other bodies, needs to determine “how to tackle the issue of
delinquent teachers at both the primary and secondary schools” (ibid. 2005; italics
added). The word delinquent is taken to mean frequently absent in this context. The
targeting of policies towards that segment of the workforce that exhibit high
absenteeism levels.
to answer the question, how can we predict the absence frequency of secondary
school teachers? This question seeks to discover whether a proactive approach can
be used to direct efforts towards those teachers who are likely to be frequently
policies for the groups of teachers that presently exhibit frequent absenteeism.
Either way, the time lag between policy implementation and a reduction in
absenteeism will lead to the Education Minister successfully achieving her objective
denote the objectives of the study (Cooper and Schindler 2003). My research
prior absence behaviour, are young in age, have children less than four years of
age, and do not hold a school position exhibit a high level of absence frequency.
From this research hypothesis the question may arise as to whether these personal
have an influence, then one might question whether the aforesaid relationships exist
will not only answer these questions, but also provide possible policies for
CHAPTER 2
LITERATURE REVIEW
209) because it is a growing “problem that plagues nearly every workplace” (Anon.
2002, 1). Cascio (2003, 209) defines absenteeism as “any failure of an employee to
Bennett (2002, 435) discovered that the majority of persons “perceived the current
levels of absence within their organization to be either ‘very high’ or ‘high’”. Such
perceptions are a reality in the United States as shown by the CCH Unscheduled
Absence Survey. In this survey, the rate of absenteeism is calculated by dividing the
paid unscheduled absence hours by the paid productive hours (CCH, 2006). The
survey shows a steadily increasing average absenteeism rate from 2003 to 2006
(see app. E). In fact, the absence rate of 2.5 percent in 2006 is the highest rate
Costs of Absenteeism
Such financial costs include a loss of productivity as well as “the additional expense
of hiring substitute labour”. Productivity may suffer not only because of the absent
worker but also through the use of “less experienced replacements” (Ho 1997, 722).
These financial costs do not include indirect costs such as “lower customer
satisfaction, and poorer quality of products and services” which can both lead “to a
loss of future business”. When such indirect costs are taken into account, the true
4
In the U.S., Woods and Montagno (1997, 308) assert that such losses in time are
“more significant in large urban school districts”. These losses in time and the
subsequent financial cost of teachers’ absenteeism have been the main “focus of
research” (Ehrenberg et al. 1991, 308). Still, as was explained earlier, the financial
cost of teacher absenteeism does not consider the indirect costs such as adverse
effects on student achievement (Woods and Montagno 1997; Summers and Raivetz
1982; Obrien et al. 1985, Jacobson [1989?]) and student absenteeism (Ehrenberg
et al. 1989). Contrary to these findings, some studies do not confirm any effects of
al. 1991; Ehrenberg et al. 1991). In light of these studies it may be safer to say that
substitute teachers. With respect to such teachers, they are not only a financial cost
School Board Association 1978). The difficulty of even finding qualified substitute
So far, we have discussed the high financial and indirect costs of teacher
affected through the use of substitute teachers. Manlove and Elliot (1977) argue
that the overall performance of a school including its administrative dimensions may
5
be negatively affected as well. For all these reasons, “it is important to understand
and predict teachers’ absence behaviour” (Rosenblatt and Shirom 2004, 210). By
solutions may then be developed. My research paper will focus on “prior absence
Shirom 2004, 201) that predict the frequency of teachers’ absences. The paper will
mostly replicate the study of Rosenblatt and Shirom’s (2004) work, but in Trinidad’s
context.
Rosenblatt and Shirom (2004, 210) explain that the importance of using
and Rhodes (1978) model. A more recent study by Mohammed and Ignace (1992,
615), involving a sample of Canadian firms, confirms that “personal attributes are
Rentsch and Steel 1998; Zaccaro et al. 1991), Steers and Rhodes (1978) approach
2004). In other words, they study the direct effect of these variables. Price (1995,
28) goes further to say that “demographic variables should not be used as
moderators”. He explains that when these variables are used in such a manner,
they lack precision as “one does not know why the moderator operates as it does”
(ibid., 28).
There are three ways in which the direct use of demographic variables assists
phenomenon being studied” one can use them to explain the phenomenon (ibid.,
6
29). Landy et al. (1984, 31) confirms Price’s (1995) premise by their following
statement:
The fact that women are absent more frequently than men or the fact that older employees
have fewer absences than younger employees is of no direct interest to the psychologist.
What is of interest is the psychological process that might co-vary with age or gender and
might potentially influence absence patterns
Secondly, “demographic variables can be used to check the completeness of
models” (Price 1995, 29). This is illustrated by Brooke and Price’s (1989) model of
Brooke empirically estimates the model, and then estimates it again, adding 5
demographic variables; gender, education, age, tenure, and job grade. He was
explanatory power of the model. “If the addition of the demographic variables
significantly increased the explanatory power of the model” this would denote the
exclusion of important theoretical variables (Price 1995, 29). His results showed no
Whilst this empirical check “does not constitute a rigorous estimation of a model”, it
does “lend plausibility since the model appears to be consistent with existing
knowledge” (Price 1995, 30). These three uses, particularly the first, provide clear
In following the research by Price (1995) and the study by Rosenblatt and
(1985), and Rosenblatt and Shirom (2004) also show that previous absenteeism
absences from the first school year investigated to the next” (Cohen and Cohen
7
1983, 211). Hereafter, the frequency of absenteeism implies this residual change
between two consecutive years. The background variables are studied in terms of
Personal Characteristics
Gender
significantly fewer absences than women teachers”. This result seems to be typical
in many other studies such as, Farrell and Stamm (1988), Steel and Rentsch
(1995), and Scott (1990). One reason for such a variation is that women, unlike
men, are more “likely to take time off when a child was ill or hurt” (Scott 1990, under
also suggests that female teachers in particular may have work schedules that “are
more likely to coincide with the schedule of their school age children”. Other
reasons are that women’s efforts are more directed at “housework” (Rosenblatt and
Shirom 2004, 211), they are often more susceptible to “absence inducing effects
such as lack of sleep” (Leigh 1983, 618), they are more likely to take time off for
illnesses (Youngblood 1984), and also the lower status of women in the business
environment can lead them to become apathetic towards their job (VandenHeuvel
and Wooden 1995). Yet, studies by Globerson and Ben-Yshai (2002) and Spencer
and Steers (1980) showed a contrasting result in that male participants were more
absent than their female counterparts. Finally, the more recent study by Rosenblatt
and Shirom (2004) demonstrates that men and women do not differ in terms of their
absence frequency.
8
Generally, older studies indicate that women will be more absent possibly due
to the traditional role of women in those times. In the past, women were involved in
“lower paying and less skilled jobs” and were thus more prone to higher
absenteeism rates (Hedges 1973, 2). However, the workplace is now quite different
to the 1980s and the early 1990s. Hedges (1973, 2) explains that as “employment
conditions and cultural roles of men and women became more similar, their patterns
between the roles of men and women in the workplace, as well as the changing
H1: Male and female teachers will not differ in their absence frequency.
Age
among teachers (Scott and Wimbush 1991). Norton (1998, 2) explains that whilst
there was not any significant difference in the absence levels of teachers whose
age groups were varied, “women and men did reveal different patterns of
absenteeism with age”. However, unlike Scott and Wimbush’s (1991) study, his
study shows a positive relationship between age and absenteeism for female
teachers, and a high absence frequency for male teachers in their thirties.
Martocchio (1989) also disagreed with this negative relationship for women, but
agreed that it was true for men. Positive relationships may exist since older
employees are more vulnerable to health-related problems which can keep them
away from work (Mohammed and Ignace 1992). In spite of these results, Rosenblatt
and Shirom (2004, 212) rationalizes that most studies (such as Leigh 1986; Allen
1981, 1984) assert the basic “inverse relationship between age and absenteeism”
9
amongst both men and women. They explain that higher job commitment and better
person-organization fit comes with age. Additionally, older employees tend to enjoy
more pleasant working conditions (Mohammed and Ignace 1992) and experience
Younger employees are also more likely to be absent. Erikson’s (1963) model
of adult development explains that during early adulthood persons are “striving to
attain the goals and desires of youth” often questioning whether they are on the
right path in terms of their life goals (Desimone et al. 2002, 464). Different models of
career development such as those advanced by Hall and Mirvis (1995) and
Greenhaus et al. (2000) also supports the view that younger employees tend to be
organizations. As such, they tend to be unsure of their place in the job environment,
such as gender (Scott 1990) and tenure (Hackett 1990). As such these two
variables will be controlled in this study, in studying the effects of age on variation of
absence frequency.
Education
1998, 212) in most studies. Rosenblatt and Shirom (2004) expect that a higher
highly educated employees tend to have more “autonomy at work and more
involvement in their jobs” (Mohammed and Ignace 1992, 618). According to Baba
10
(1990, 618), these attributes are associated with lower absenteeism rates. Norton
(1998, 2) also emphasizes that the “level of teaching license held” is a good
predictor of teachers’ absences. Though, he claims that “the higher the degree held
studies such as Rosenblatt and Shirom (2004) and Mohammed and Ignace (1992)
other hand, studies which considered the extent of the education level, which
Steers 1980). With such inconsistency in this predictor, and considering that the
extent of education is being measured, it seems logical that the hypothesis should
There seems to be very little research in this area. Most of the studies that do
exist on this matter show a clear positive relationship between the number of
children and variation in absence frequency (Judge et al. 1997; Baba 1990;
Muchinsky 1977). Yet, the more recent study by Rosenblatt and Shirom (2004, 219)
shows that “the number of children in the family was not associated with
absenteeism”. Instead, they suggest that it may be the children’s ages that are
1977, 212). Studies have defined young children as being less than 2 years old
11
(Bridges and Mumford 2001) or less than 6 years of age (Leigh 1983, Vistnes
1997). In these studies a relationship was found to exist between the number of
young children and absenteeism, particularly for women. In this study we will
consider the relationship between the number of young children and absence
A midpoint between the ages defined by Bridges and Mumford (2001) and
Leigh (1983) is chosen, that is, children who are less than or equal to 4 years of
age. This cut-off point seems more appropriate in this study since at the age of 4 to
that they would become less dependent on their parents and require less attention
Occupational Characteristics
Seniority
(Rosenblatt and Shirom 2004; Norton 1998). Some researchers have not been able
and teacher attendance, for example, Rosenblatt and Shirom (2004) and Kohler
and Mathieu (1993). Nonetheless, Porwoll (1980) reported that teachers with 2 to 4
years of teaching experience and more importantly those with 23 to 25 years had
the fewest absences. Another study by Ehrenberg et al. (1989) determined that the
greater the proportion of teachers older than age 55, the less number of sick leave
12
days taken. Similar results are presented by Globerson and Ben-Yshai’s (2002)
research on unionized Israeli teachers, as well as Price (1995) who explains that
past studies have also shown a negative relationship between seniority and
absenteeism.
Ehrenberg et al. (1989, 15) give valid reasons for such findings speculating that
the fewer absences of persons older than 55 years likely was due to the expected
“payoff for unused sick days … in the near future”. Also, “increased tenure could be
correlated with increased job satisfaction and more pleasant working conditions”,
which can both lead to a reduction in absenteeism for elderly teachers (Vistnes
1997, 312). On the other hand, since these workers have been in the business for
quite some time, they may feel more “secure in the job and less worried about the
(2004) follow the findings of Hackett (1990) who shows that, unlike age, there is no
the ambiguous findings between tenure and absenteeism in the literature, the
Position Level
Higher positions are associated with lower absenteeism levels (Cooper and
Bramwell 1992; Johns 1997). This relationship may be due to the greater levels of
more responsibility, a teacher’s job may seem more important to him. For this
reason, missing a day at work may be seen as having more harmful consequences.
Thus,
13
frequency.
Salary
Jacobson’s (1989) study shows that pay incentives can effectively reduce teacher
(2002) also confirm such negative relationships between salary and absenteeism.
Nevertheless, Rosenblatt and Shirom (2004, 213) explain that these studies did not
include variables such as “education, seniority, job scope, and position level”. It is
likely that salary is correlated with these predictors, which would inherently
decrease its importance. In other words, if salary is viewed as the price of labour,
Hair et al. (2005) explain that price tends to correlate highly with other factors
rendering it useless to the researcher at times. Since this study is one of those
cases where there are many other factors that may correlate with salary, the results
may be useless for this variable. Consequently, no hypothesis will be generated for
salary.
Significance of Study
The results of this study can be used in many ways. Firstly, “a profile of
[secondary school] teachers who are more prone to absence behaviour can be
variables have “policy implications” (Price 1995, 30). In other words, if significant,
exactly what may be causing differences in absence frequency, they help serve as
CHAPTER 3
METHODOLOGY
Teachers who taught in the 2004 and 2005 school years are included in this
study of secondary school teacher absenteeism. The first option was to use the
same route as Rosenblatt and Shirom (2004) in collecting the data. That is, to
the Ministry of Education did not have sufficient information regarding the socio-
Rosenblatt and Shirom’s (2004) was taken in the data collection stage.
schools across the country. With this permission, a sample of schools was chosen
Rosenblatt and Shirom’s (2004) paper. Firstly, schools from each major area of
Trinidad are included, i.e. schools from Northeast, Northwest, Central and Southern
both secondary government and secondary assisted schools are studied. Based on
these two components, the following solution was used to derive the sample:
1. Schools were sampled according to the ratio of fully government schools versus
Telephone Directory, 2005/2006) respectively. Since the ratio is very close to 1:1,
2. Schools from each area of Trinidad are selected based on each dimension
identified in part 1. That is, one school was selected from each area (Northeast,
Northwest, Central and South) for each dimension (government and assisted).
In other words, the final sample consists of two schools from each area of
Trinidad, whereby the two schools would consist of one government and one
respective school from January 1, 2004, or earlier. Those who worked less than ten
months in either of the stated school years would be excluded from this study.
working hours. The survey required teachers’ names on the form to allow responses
to be matched with their absenteeism records, which are sourced from each school.
records and in these cases they were allowed to use their number rather than their
name. Subjects were assured confidentiality of their responses, and informed that
participation was voluntary. In many schools, the staff room/s was the main venue
for questionnaire distribution, and as such, teachers who did not frequent the staff
rooms of these schools were not included. In all, 179 questionnaires were
administered of which 163 were filled out and returned. This amounted to a 91
percent return rate. Of the surveys returned, 149 were matched with corresponding
not be used as some teachers were unwilling to give any form of identification, while
others had recently entered the teaching profession and therefore did not meet the
stated requirements of the study. Thus, complete data was available for 83 percent
of the teachers.
17
According to Hair et al. (2005), the number of teachers who participated in this
study exceeds the minimum number that would be required. They state that the
“minimum ratio of observations to variables is 5:1” (ibid., 197). The next section
reveals that 12 independent variables are used in this study, and therefore the
minimum number of teachers that would be required is 60 (5 · 12). Hair et al. (2005)
also goes further to state that the preferred ratio should be between 15 to 20
observations for each independent variable, but they do not state for which level of
gives a more precise estimate as to the exact minimum number of observations that
square and b-coefficients figures. For any specified significance level (α), and a
given number of independent variables (m), Tabachnick and Fidell (2001) suggest
(3.1) N ≥ (8 ÷ α) + (m - 1)
Substituting the number of independent variables used in this study into formula 3.1,
and testing at the conventional 5% level we see that the sample size should be at
N ≥ 160 + 11
N ≥ 171
Since the sample size in this study is less than 171, the significance level would be
set at 10% since it is more appropriate for this sample size. The sample size of 149
18
clearly exceeds the minimum requirement of 91 (calculated in formula 3.3) for this
level of significance.
N ≥ 80 + 11
N ≥ 91
In testing the b-coefficients and r-square, Tabachnick and Fidell (2001) advise that
the sample size should be at least 116 and 146 respectively. For the b-coefficients,
(3.4) N ≥ 104 + m
Substituting 12 for the number of independent variables (m) in formula 3.4 we then
Formula 3.5.
(3.5) N ≥ 104 + 12
N ≥ 116
(3.6) N ≥ 50 + (8 · m)
(3.7) N ≥ 50 + (8 · 12)
N ≥ 50 + 96
N ≥ 146.
19
At this point, the sample size in this study meets both of these minimum
values.
Measures
absences are treated equally, with no consideration given to the different causes.
absenteeism for medical reasons are excluded as they represent highly involuntary
causes of absenteeism. From the absenteeism records used, it was not possible to
Absence Frequency
duration (time lost), even though they both produce ratio data. Rosenblatt and
Shirom (2004, 214) explain that many absenteeism researchers consider absence
spells have been found in previous studies to have more temporal stability than
duration measures” (Steel 2003, 214). Due to the large assortment of temporal
comparisons to be made across such studies (Rosenblatt and Shirom 2004, 214).
Other research also illustrate that absence spells are more reliable than time-lost
20
Rosenblatt and Shirom (2004), absence spells and duration measures are denoted
by total days lost per annum and total hours lost per annum respectively. The
in many other studies such as Ivancevich (1985), Spencer and Steers (1980),
Woods and Montagno (1997), Jacobson (1989), and Gellatly and Luchak (1998).
variable in the statistical analysis. By doing so, we make the dependent variable
measure the change in absenteeism between the two years (Rosenblatt and Shirom
2004). Moreover, this variable forms “the best predictor of future absenteeism”
(Harrison and Price 2003). Hence, it is expected that the previous year absences
Gender
Teachers are asked to disclose how many children they presently have (i.e. in
2006) who are less than or equal to six years of age. The reason for this is that
these children would have been less than or equal to four years of age in 2004.
Educational Attainment
and Shirom (2004) chose to use another method. As mentioned earlier, they
academic degree. Although this is appropriate, the former measure seems more
Age and seniority are measured in years, thus producing ratio data. Participants
are asked their current age from which 2 years are subtracted to obtain their age in
2004.
School Position
The three main positions considered in the study are vice-principal, dean, and
form teacher. Teachers that hold any of these positions are assigned “1” for that
position. Otherwise the value will be “0”. In this manner, the results would be in
and pedagogical responsibilities” (Rosenblatt and Shirom 2004). Principals were not
Salary
the total monthly salary could not be included due to the sensitivity of this
The issue of not including salary is not of much concern since it had no explanatory
Control Variables
Three additional control variables used by Rosenblatt and Shirom (2004) were
included in this study; job scope, teaching load, and marital status. Job scope is
given his or her job scope (ibid.). To measure teaching load, teachers were asked to
disclose their current number of teaching periods for the week. In schools that used
the six-day cycle, the number of periods was converted to a five-day week by using
an average per day for the six days and then multiplying the result by five. The
number of teaching periods for the five days was multiplied by the period length (in
minutes) to obtain the number of teaching minutes per week, which was then
multiplied by the number of teaching weeks per year (estimated at 41 weeks, with
terms 1, 2, and 3 being 15, 14, and 12 weeks respectively). The resulting figure was
the number of teaching minutes per year which was simply divided by sixty to obtain
the annual number of teaching hours. Marital status was defined as married = 1 and
not married = 0.
Since it is likely that teachers would not be able to recall their work hours and
number of teaching periods for the year 2004, they were asked to give this
information for the year, 2006. For this reason, an assumption was made that there
have been no considerable changes in job scope and teaching load for the past two
Hierarchical multiple regression is used to test all hypotheses since the data
stepwise regression in which predictors are chosen “on the basis of statistics”, or
simultaneous regression in which “all of the predictors [are entered] into the analysis
specified order based on theory (Petrocelli 2003). This order is described in the
ensuing chapter and follows that of Rosenblatt and Shirom’s (2004) work. Their
order is followed since the same variables are used, and it is necessary to control
23
The relative importance of a predictor may be judged on the basis of how much it adds to
the prediction of the criterion … over and above that contributed by predictor variables
entered earlier in the analysis (Petrocelli 2003)
This characteristic is especially important since the predictability of demographic
factors and job positions can be measured “over and above” prior absenteeism
provided that prior absenteeism is entered into the analysis first, followed by
Excluded Data
The number of schools a teacher taught at per year was excluded as a control
variable due to its lack of relevance in the sample. Of the 146 teachers in the
sample, 98 percent taught in only one school. Hence there was no need to control
this variable. Also, the number of days taken for pregnancy leave did not need to be
subtracted from the days absent for any teacher since the school records already
Before any interpretation, the data is firstly examined to ensure that it meets all
requirements for a regression analysis. The ensuing techniques that are used to
assess the data would help to ensure that “the results obtained from the multivariate
analysis [i.e. regression analysis] are truly valid and accurate” (Hair et al. 2005, 41).
The data would be evaluated in terms of the missing data, outliers, and the
assumptions underlying regression analysis. The statistical package for the social
The extent of missing data is clearly low enough to not affect the results.
Seniority, age and marital status each have a single missing value which amounts
to less than 1 percent for each variable. Furthermore, these missing values occur
for separate cases. Thus, the study sample would be reduced by a mere 3 cases if
the data were to be used as is. Still, in order to avoid the loss of two of these three
would exist when the missing data occurs in only one case for each of the three
variables, any imputation method can be used (Hair et al. 2005). The EM approach
consistency with other imputation methods such as the mean substitution and all-
available approaches (ibid.). Also, the EM method attempts “to model the processes
underlying the missing data and to make the most accurate and reasonable
estimates possible” (ibid., 58). Note that it is possible to calculate the missing values
for the quantitative variables only, i.e. cases number 6356 and 9783 for age and
seniority respectively, and not for the dummy variable marital status (case number
1497). As such, the number of cases now available for the regression analysis is
148.
Identification of Outliers
Problematic outliers can distort the statistical tests since these outliers “are not
representative of the population”. The outliers identified in this study “are the result
(Hair et al. 2005, 73). In accordance to Hair et al. (2005), more than one perspective
is utilized in detecting the problematic outliers in the data. Variables are examined
from univariate and multivariate perspectives (ibid.), which are complemented with
25
Univariate Detection
Observations with standardized values exceeding ± 2.5 are noted in table 3.1. The
univariate analysis shows that only observations 7500 and 9628 (italicized in table
3.1) exceed the threshold on more than one variable. Observation 7500 had a
*
particularly extreme standardized value of 7.03 for education. The two cases are
TABLE 3.1
UNIVARIATE OUTLIERS
(Cases with Standardized Values Exceeding ± 2.5)
Variable Case/s
Abs04 6287
Abs05 7904, 7500
Seniority04 6422, 7500
Education 7019, 4243, 4372, 7500
JobScope 9628, 9781, 8753, 5853, 7260
TeachingLoadAnnual 2376, 7727, 9628, 5973, 8452, 3400
Age04 No cases
NumberOfChildren4 3431
Multivariate Detection
2
The multivariate outliers are assessed using the Mahalanobis D measure (see
table 3.2).This analysis assesses “the position of each observation compared with
2
the center of all observations on a set of variables” (Hair et al. 2005, 77). The D /df
value allows for the calculation of outliers through an approximate test of statistical
*
Not shown in table 3.1.
26
2
significance (ibid.). Any D /df value exceeding 3 can be considered significantly
different. This threshold of 3 is appropriate considering the sample size of only 148
observations (ibid.). Table 3.2 shows that 6 cases are identified as exceeding this
threshold. Cases 5853, 7500, 4372 and 7260 are all identified in the univariate
graphical analysis. Note that case 9628 identified in the univariate analysis is not
detected here.
TABLE 3.2
MULTIVARIATE OUTLIERS
2
(Cases with a Value of D /df Greater
than 3.0, df = 12)
2 2
Case D D /df
4452 74.93 6.24
5853 38.65 3.22
1656 74.93 6.24
7500 61.32 5.11
4372 46.88 3.91
7260 63.17 5.26
2
Notes: The Mahalanobis D value is
based on the 12 independent variables.
Graphical Detection
The final outlier analysis involves the use of boxplots as a supplement to the
empirical analyses. The boxplots are shown in appendix F. For teaching load and
number of young children, the outliers are quite close to the whiskers of their
associated boxplots indicating that they are not extreme outliers. Yet, there are
noticeably extreme outliers in the boxplots for the variables of education and job
scope. The cases that seem to differ substantially from the rest of the data are 7260
and 5853 for job scope, and 7500 and 4372 for education. Notice that these are the
27
same four cases identified in both the univariate and multivariate analyses. Case
7500 in particular shows consistent results in all of the analyses. On the contrary,
The results of the three diagnostic tests indicate that observations 7500 and
eliminated. Deletion of these two outliers would help improve the regression
analysis without limiting its generalizability since they represent a mere 1.35 percent
of the sample size. The deletion of case 7260 is given support by Rosenblatt and
Shirom (2004, 214) who exclude from their study, “teachers who taught less than 30
percent or more than 160 percent of a full-time job”. Note that this is the only case
that violates this restriction. The number of cases now available for the regression
analysis is reduced to 146. This number still meets the minimum requirement of 146
identified at the beginning of this chapter. Table 3.3 illustrates the final number of
teachers who are included in the study by school and area. Schools’ names are not
disclosed for confidentiality purposes. Even though the largest portion of the sample
TABLE 3.3
variables, where the overall relationship will be examined after the model is
estimated.
Normality
Contrary to Rosenblatt and Shirom’s (2005) study, the absenteeism data for
determine departures from normality are ±2 for skewness and ±7 for kurtosis (West
et al. 1995). The 2,199 absence spells in 2005 ranged between 0 and 35 incidents
per person, with a mean of 15.06, standard deviation 7.64, skewness 0.015, and
kurtosis -0.654; the cut-off points are not exceeded for absenteeism in 2005. In
addition to the use of this statistical test, Hair et al. (2005) suggests the use of
histograms that approximate the normal distribution, as well as the more reliable
normal probability plots (see appendix G). The 7 metric independent variables are
education and job scope show some deviation from normality in the tests.
All the transformations recommended by Hair et al. (2005) are applied to the 7
variables, after which the most appropriate transformed variable is selected. Table
3.4 shows the appropriate remedy for each variable. The graphical analyses in
appendix G helped to identify the best transformation for some variables in which
education and teaching load. Job scope is also more normal, but with some
peakedess in the graphical display (see app. G5) since it is the only the variable
29
TABLE 3.4
which still exceeds the cut off point for kurtosis. With such improvements in
interpretations and predictions” from the regression analysis (ibid., 208). Moreover,
remedying normality first may assist in meeting the other statistical assumptions
30
(ibid.). Even with these benefits, one needs to be cautious in the interpretation stage
since the transformations “may change the interpretation of the variables” (ibid., 88).
Linearity
scatterplot matrices in app. H). These scatterplots, for both the original (app. H2) as
well as the transformed variables (app. H1), did not reveal any non linear
relationships between the dependent variable and the independent variable. Hence
Homoscedasticity
In the same fashion as Hair et al. (2005), the Levene test is used to compare
the variance of each of the metric variables across the five non metric variables in
the data set. Appendix J shows this comparison, where a significant F-value for
Levene’s test indicates that the variances for the two groups are significantly
different. With respect to the transformed variables, the dummy variables of dean
and gender have minor problems with heteroscedasticity. For the metric variables,
two of the nonmetric variables. The transformations have markedly reduce the
heteroscedasticity for education, job scope and teaching load, while the inverse of
age has actually lead to a small increase in heteroscedasticity. Evidently, the only
through the use of weighted least squares regression, and since it is likely that this
problem was experienced in past studies, the variable will be kept in its original
31
form. Also, Pryce (2002, 31) explains that “any heteroscedasticity that remains [after
Whilst transformations helped to improve the normality of five variables, and the
homoscedasticity of three, they did not notably improve the linearity of the variables
since the original form of these variables already met that assumption. Hereafter, all
variables transformed in table 3.4 will be used in its transformed form, unless
otherwise specified.
32
CHAPTER 4
RESULTS
Correlational Analyses
Table 4.1 shows the matrix of intercorrelations along with the means and
standard deviations for all the study variables. The Pearson correlation coefficient is
gender, age, and number of children less than 4 years of age were correlated
absenteeism in 2004 is particularly high, indicating that high absence values in 2004
tend to occur with high absence values in 2005 and vice versa.
Whilst high correlations between the independent variables and the dependent
variables should be minimal (Hair et al. 2005). Robinson (2000) suggests that the
correlation coefficient should be less than 0.75 for these correlations between
teaching load, dean and seniority, dean and age, dean and form teacher, and
marital status and number of young children. Still, these correlations do not exceed
the limit given by Robinson (2000). The only problematic correlation is that between
age and seniority which has a significant and extremely high correlation coefficient
of -0.923. Caution must be taken in examining any correlations with age since the
transformation for this variable will affect the sign of the coefficient as will be
explained shortly. The extent of the problem between age and seniority is judged
TABLE 4.1
Variables 1 2 3 4 5 6 7 8 9 10 11 12 13 Mean SD
1 Abs05 1 .702** .072 -.034 -.111 -.001 .166* .281** .167* .294** .073 -.116 -.085 15.062 7.642
2 Abs04 .702** 1 .079 -.038 -.003 .032 .159 .256** .044 .207* .042 -.114 .065 16.373 8.052
TeachingLoad
3 .072 .079 1 .177* -.091 .073 -.045 .101 .111 .071 .031 -.321** .198* 401184 136191
Annual
4 JobScope -.034 -.038 .177* 1 -.072 .049 .058 -.001 .053 .047 -.026 .029 -.094 -0.087 0.046
5 Seniority04 -.111 -.003 -.091 -.072 1 .165* .242** -.213** -.923** -.187* .163* .368** -.217** 3.365 1.385
6 Education -.001 .032 .073 .049 .165* 1 .008 -.170* -.131 -.012 .001 .103 .122 1.056 0.120
7 MaritalStatus .166* .159 -.045 .058 .242** .008 1 .009 -.260** .363** -.026 .103 -.034 0.610 0.490
8 Gender .281** .256** .101 -.001 -.213** -.170* .009 1 .234** .115 .089 -.262** .163* 0.637 0.483
9 Age04 .167* .044 .111 .053 -.923** -.131 -.260** .234** 1 .192* -.154 -.343** .259** 0.029 0.007
10 NoOfChildren4 .294** .207* .071 .047 -.187* -.012 .363** .115 .192* 1 -.065 -.123 .046 0.390 0.708
11 VicePrincipal .073 .042 .031 -.026 .163* .001 -.026 .089 -.154 -.065 1 -.054 -.206* 0.014 0.117
12 Dean -.116 -.114 -.321** .029 .368** .103 .103 -.262** -.343** -.123 -.054 1 -.415** 0.171 0.378
13 FormTeacher -.085 .065 .198* -.094 -.217** .122 -.034 .163* .259** .046 -.206* -.415** 1 0.753 0.433
TABLE 4.2
All variables are entered in the order specified by Rosenblatt and Shirom
(2004). Since the transformed variables are likely to have a different interpretation
to the original variables, their significance and relationship are compared to the
original model in table K1. If similar, then the interpretation will relate to the variable
35
as if it was in its original form. Otherwise, the transformed variable will be explained
In the first step, absenteeism in the year 2004 was entered. The results show
that such prior absenteeism was a highly significant (β = 0.635, p < 0.01) predictor
2
of absenteeism and explains the majority of the variance in absence frequency (R =
0.493). Removal of prior absenteeism as a predictor showed that all other predictors
explain about 23 percent of the variance of absenteeism (see table K2 for this
analysis). Since the variance explained by these same predictors are considerably
less when absenteeism is entered in the first step, then it is apparent that prior
predictors.
In step 2, the control variables of job scope and teaching load are entered
gender, age, and number of children less than four years of age. The first two
and transformed models. Seniority and education were not related to absenteeism
in both models either, supporting H3 and H5. The control variable of marital status
did not emerge as a significant predictor. The relationship between gender and
opposite relationship to H2 in the transformed model. Still, the original model shows
a negative relationship as hypothesized. The reason for this is that the inverse
transformation for age means that higher values for age are associated with
transformed model really means that younger teachers (higher age values) are
related to higher absenteeism, and vice versa. Hence, the inverse transformation
36
will need to show a positive sign for the hypothesis to be supported, but the
relationship between the original variables will be negative. Finally, the number of
significance providing some support for H4. The variables in the model up to this
2
stage explain 53.8% of the absence variance, representing a sizeable R change of
Since gender and number of young children were significant at a 15% level of
whether they should be of concern. For gender, the t test (see app. L2) confirms
that there was a highly significant difference in absences between men and women
in both 2005 (t = 3.51, p = .001) and 2004 (t = 3.18, p = .002). In other words, the
average absences for women (X̄ = 16.68, SD = 7 in 2005; and X̄ = 17.93, SD = 7.76
in 2004) was significantly higher than that of men (X̄ = 12.23, SD = 7.97 in 2005;
and X̄ = 13.65, SD = 7.9 in 2004). The t test for presence of dependent children
(see app. L1) also shows that there is a highly significant difference in absences
between teachers with young children and those without in both 2005 (t = 3.47, p =
.001) and 2004 (t = 3.15, p = .002). That is, the average absences for teachers with
young children (X̄ = 18.56, SD = 6.76 in 2005; and X̄ = 19.44, SD = 6.61 in 2004)
was significantly higher than that of teachers with no young children (X̄ = 13.79, SD
= 7.57 in 2005; and X̄ = 15.26, SD = 8.26 in 2004). Both t tests confirm that these
variables are still of some importance even though there are only significant at a 15
The three position levels were entered hierarchically, from the third to the fifth
stage of the regression analysis. Form teacher was the only position significantly
related to absenteeism and in the hypothesized direction (β = -0.223, p < 0.01). This
37
position was highly significant and explained a relatively large variance of 3.5
In summary, the hypotheses put forward for seniority, education, and age are
supported, whereas only partial support is given for the hypotheses proposed for
number of young children, position level, and gender. Overall, results show that
secondary school teachers who are frequently absent, exhibit high prior
absenteeism, are younger in age, and less likely to hold the position of form
teacher. Furthermore, they may be female teachers, and have children who are less
than or equal to four years of age. These results are consistent with the model when
estimated with the original variables, with the exception of a less pronounced
significance for age and number of young children. Hence, interpretation of the
respect to the individual variables. Since the regression model is now estimated, the
assumptions can now be assessed in terms of the variate as well (Hair et al. 2005).
through examination of residual plots. The studentized residuals are plotted against
the predicted dependent values (see fig. 4.1) and compared to the null plot. The
residual plots for the original data as well as the transformed variables show a
consistent pattern to the null plot. In other words, the residuals fall randomly, “with
relatively equal dispersion about zero and no strong tendency to be either greater or
less than zero” (Hair et al. 2005, 205). Therefore, in terms of the residual plot, the
38
Fig. 4.1. Residual plots for (A) all variables in their original form as well as for
(B) the variables after transformation of seniority, education, job scope,
teaching load, and age.
(A)
(B)
39
met and no corrective actions seem necessary. In spite of this, Hair et al. (2005)
recommend an additional specific test for linearity to ensure that no violations are
made.
Linearity
variable (see app. M). The plots show that the relationship for absenteeism in 2004
is the best defined, with age, number of dependent children, and form teacher being
reasonably well defined. Variables such as seniority, teaching load and dean show
the regression model. All twelve variables show no nonlinear pattern, demonstrating
Normality
The normality of the error term of the variate is checked by means of a visual
inspection of the normal probability plots of the residuals (see fig. 4.2). Figure 4.2
shows that the values for the data with and without the transformed variables fall
along the diagonal “with no substantial or systematic departures” (Hair et al. 2005),
indicating that the residuals are distributed normally in both data sets. Additionally,
careful inspection of the two diagrams shows that the distribution of the data with
the transformed variables appears slightly more normal. Clearly, the regression
Assessing Multicollinearity
Multicollinearity not only reduces the predictive ability of the regression model,
but can also adversely affect the regression coefficients and their statistical
40
Fig. 4.2. Normal probability plot of the residuals for (A) all variables in their
original form as well as for (B) the variables after transformation of seniority,
education, job scope, teaching load, and age.
(A)
(B)
41
significance tests (Hair et al. 2005). Since the entire study is based upon the
al.). As mentioned earlier, table 4.1 shows that age and seniority have a particularly
assessing their respective VIF values. Table 4.3 shows that if these variables were
kept in their original form, their VIF values would almost exceed the threshold.
the VIF does not exceed the cutoff point. The transformation of the variables (shown
levels, giving further justification for the use of the transformed variables.
TABLE 4.3
VIF
Original Transformed
Variables Variables
Abs04 1.14 1.15
JobScope 1.10 1.08
TeachingLoad
Annual 1.20 1.19
Seniority04 9.12 7.26
Education 1.15 1.12
MaritalStatus 1.35 1.37
Gender 1.21 1.22
Age04 9.20 7.23
NoOfChildren4 1.39 1.32
VicePrincipal 1.15 1.14
Dean 1.67 1.58
FormTeacher 1.47 1.42
42
population and not specific to the sample used in estimation” (Hair et al. 2005). The
2
validity of the model is assessed by the adjusted R , as well as examination of split-
In the second method, the sample is divided into two parts; the first part is used
as the regression model, and the second holdout portion is used to test that model.
differences. Even though the small sample size may yield a poor training model, the
model’s sole use would be for comparison with the holdout portion. Random
assignment to each sample is conducted in SPSS, and the results are presented in
the similarity of the overall model fit. On the other hand, comparison of the individual
coefficients shows some differences. In the training model, prior absenteeism and
form teacher are the only variables that are entered. Yet, in the test model, these
two variables as well as gender, age, and even dean qualify for inclusion. The
omission of gender and age in one of the subsamples suggests that these may be
marginal predictors (ibid.). For gender, this notion is confirmed by its relatively low
*
Not shown in table 4.2.
†
Not shown in tables K3 and K4.
43
beta in the overall model. Age, on the other hand, is a strong predictor in the main
regression model. The small sample size, which was mentioned earlier as possibly
causing poor results in the training model, may have lead to age being omitted. The
significance of deans in the test model may be due to the high dispersion of
absences for this group (which is explained in the next chapter) in combination with
a small sample size, which may have lead to deans with low absences being
Accordingly, the final results should relate to the total census. Nonetheless,
The need for continued validation efforts and model refinements reminds us that no
regression model, unless estimated from the entire population, is the final and absolute
model (ibid.)
44
CHAPTER 5
DISCUSSION
The purpose of this study was to predict the frequency of teacher absenteeism
The results of the study provide additional current empirical information to the
absenteeism. The findings also substantiate the role of these demographic factors
in explaining absenteeism changes from one year to another, while controlling for
absenteeism in 2005 (49.3 percent out of 57.8 percent), and was highly related to
this criterion. This result is not only quite similar to Rosenblatt and Shirom’s (2004)
study, but also with others in the literature such as Ivancevich (1985). Farrell and
Stamm (1988) reported that the mean correlation coefficient between prior
absenteeism and present absenteeism over ten studies was r = 0.71. The
correlation in this study is strikingly similar (r = 0.702) indicating that the importance
longitudinal research design by Breaugh (1981) showed that past absenteeism was
can possibly incorporate job involvement and work satisfaction in the model for
comparison purposes.
45
Rosenblatt and Shirom (2004) give two possible reasons for such a high
Steel (2003) and Johns (1994), Rosenblatt and Shirom (2004, 218) suggest that
similar behaviours”. In other words, they “tend to adjust their own absence
behaviour to what they see as typical of their group” (Johns 1994, 213). Rosenblatt
and Shirom (2004) also infer that the power of prior absence as a predictor may lie
in the fact that the common reasons taken for absences in one year may be the
same reasons taken for absences in the following year, for example illnesses. The
evidence in this study shows that the number of sick leave days taken in a year
appears similar to that of the previous year (see boxplots in app. N1). The results of
a paired-samples t test (see app. N2) confirm this speculation as there was no
significant difference in the mean number of sick leave days taken between 2005
(X̄ = 7.83, SD = 4.91) and 2004 (X̄ = 8.85, SD = 5.06) when tested at a 1% level of
significance (t = 2.32, p = 0.02). Note that sick leave data was unavailable in one of
the schools from the West and as such N = 124 rather than 146.
Unlike other studies, the two control variables job scope and teaching load did
deviation for the variable of job scope (refer to table D1), along with complementary
graphical analyses (see app. P1), reveals that these working hours were very
similar for each teacher. As such it is likely that no relationship would be detected
for job scope. In contrast, teaching hours exhibited a more dispersed pattern,
varying for each teacher (see app. P2). As such it is expected that teaching hours,
absenteeism. This result may suggest a strong work ethic amongst secondary
school teachers in Trinidad since more teaching periods for teachers are not
46
supported in all cases. The personal variable which was most related to
absenteeism was age. The relationship indicated that younger teachers were more
frequently absent than their elder counterparts. This relationship supports the
majority of the literature providing support for the belief that older employees are
more committed to their job and may even benefit from better working conditions.
context of Trinidad, a higher education for secondary school teachers does not
necessarily lead to more commitment to the job. Furthermore, education levels may
not determine the level of autonomy at work as teachers possibly share similar
The number of children less than four years of age in the teacher’s family was
and Shirom’s (2004) study, no relationship was found (see table K5) indicating that
ages of children, and not the number, are of importance. The extra child care
commitments may lead to increased absenteeism for both men and women, which
is indicative of the changing times where male parents are taking a more active role
in the raising of their children. In future studies of this kind, it may prove beneficial to
47
include other age groups for the children, for example, number of children less than
Whilst gender is not significant at the alpha level set for this study, to ignore its
the independent-samples t test gives strong support for recognizing this variable
even with its borderline significance. The coefficient in the regression model shows
a positive relationship for gender indicating that female teachers exhibit higher
absences than male teachers, even when factors such as education, number of
young children and seniority were held constant. This result agrees with many of the
earlier studies, and may imply that women’s efforts are more directed towards
household duties. Such a result may even be a sign of a lower status of women
teachers in the country, which may be causing them to become disgusted towards
their job. It is well documented that such dissatisfaction can lead to “withdrawal from
the workplace” (Jacobson [1989?], 3). This issue then raises the question as to
whether the roles of men and women teachers in these government secondary
teachers may simply face more pressures in these schools which may lead to
delicate nature. In some cases, these softer female teachers may even develop
closer relationships with students which can lead to the teacher becoming more
emotionally attached and as such more mentally exhausted. A larger sample size
may give more solid results for this variable as well as for the number of young
In the socialization process, new teachers (which may include young persons,
women, and minorities) may often have daunting initial experiences which can
affect their absenteeism levels. They may develop feelings of isolation “when their
48
cultural differences prevent them from obtaining interesting and challenging work
assignments” which may be necessary to learn vital “job-related skills” and “to
qualify for promotions”. They may also “experience additional stresses if they feel
group” (Desimone et al. 2002, 642). These feelings of isolation and stress can
cause resentment towards the organization in the early stages of the individual’s
career, and thus lead to frequent absences. A further problem may exist after entry
into the school when individuals recognize that gender and age stereotypes are
affecting human resource decisions such as promotion (Johns and Saks 2001).
Retaliation to such biases may take the form of increased absenteeism for young
some past studies but similar to the more recent study conducted by Rosenblatt and
Shirom (2004). This lack of association is expected since increased tenure can
The results for school positions are unusual in the case of deans and better
who participated in this study were deans of their respective schools (see table D5).
examination of the absence data for deans reveals that some deans have a very
low number of absences whilst others exhibit extremely high absence frequencies.
The high standard deviation relative to the mean for each year supports this
suspicion (see table Q1). The number of absences was profiled according to
location to determine whether any relationship would emerge (see table Q2 and
app. Q3). The results given in the graph are quite distinct as it helps to show which
areas are accountable for the higher absence frequencies. The mean number of
49
absences for deans was noticeably higher in the Eastern and Southern areas of
Trinidad, whereas in the Northwestern region the absence frequency was quite low.
Possible explanations for the higher absences in the aforementioned areas may be
sample size is obtained to determine whether this argument is valid for all teachers.
Another reason for some persons in this position showing high absences may be
which in some cases may lead to increased stress, resulting in decreased job
The position of form teacher is not only highly related to absenteeism in the
expected direction, but also explains a relatively large portion of the variance for a
single variable. The extra duties and responsibilities of form teachers may not be as
demanding as deans. At the same time, unlike a regular teacher, the position of
form teacher may motivate the worker intrinsically since it likely provides higher skill
variety, task identity, task significance, autonomy, and job feedback (Hackman and
Oldham 1980). Hence, this post seems to strike a balance between the workloads
of deans and regular teachers in such a way that it leads to reduced absenteeism.
Finally, the position of vice principal was not adequately represented since only two
vice principals (approximately 1 percent of all cases) participated in the study. Thus,
absenteeism from 2004 to 2005. After controlling for absenteeism in 2004, job
scope, and teaching load, the variables that clearly contributed to absence
behaviour were age and form teacher. The number of dependent children in a
50
teacher’s family, as well as gender of the teacher, may have some relationship to
absenteeism, but the results are not strong. Finally, statistical proof supports the
proposition that education and seniority are unrelated to teacher absenteeism. The
findings agree with some of the previous research and disagree with others, which
absenteeism studies (Muchinsky 1977). Spencer and Steers (1980) explain that
such inconsistent results in these absenteeism studies may be due to the type of
sample used. Since this study is the first of its kind in Trinidad, the different results
From the results, it becomes immediately apparent that a larger sample size
can lead to more conclusive results in the case of gender and number of children.
Approximately three months were needed to collect data from the eight secondary
including at least another four schools in the study. Vice principals and principals
may also be fully represented in the study since they can be allowed to fill out
An increased sample size may also facilitate the addition of possible influential
variables. Since the number of young children in a teacher’s family showed some
significance, this then raises the question as to whether the number of elderly
dependents may also be related (Desimone et al. 2002). Location or, more
appropriately, distance to work (Scott 1990) has been identified as another possible
variable to add to the study. Rosenblatt and Shirom also recommend the addition of
school-level variables such as school size, attendance policy, hierarchy level, and
others” (Gellatly and Luchak 1998). Other non demographic variables found to be
[1989?]), job satisfaction (Brooke 1986, Mohammed and Ignace 1992, Jacobson
[1989?]), health status (Brooke 1986, Vistnes 1997), and stress (Addae 1998).
Stress, in particular was cited in Addae’s (1998) study as the primary actual reason
limitation which was identified by Rosenblatt and Shirom (2004); there is no way to
check the reliability of the record keeping. In some instances teachers may sign the
attendance for the entire day and yet leave the school compound during the lunch
break without returning for afternoon classes. Also, teachers may sometimes forget
to sign the attendance register which can lead to an overstated number of absent
days. It was noted that new programs were being implemented in one of the
schools in order to monitor absences more closely. For example, the security guard
taking note of teachers when they leave and reenter the compound. The guard’s
notes would then be compared to the attendance record in order to identify any
The study is further limited with respect to the two consecutive years being used
Shirom (2004) suggest that such a study be replicated via a longitudinal design,
“where data over a number of years are used” (ibid.). Such a design will lead to
more conclusive results, and even account for changes in a teacher’s background
rationalization for the use and importance of background variables, in line with
Price’s (1995) approach. The paper’s results should also be considered as a means
CHAPTER 6
The study addresses the research question; the absence of secondary school
teachers in the public sector can be largely predicted by background variables and
The importance for policy making based on the results of this sort of study is
Management should plan and implement extended prevention techniques, based on those
factors found most conducive to absence behaviour, and directed at those employees or
subgroups of the human force found vulnerable to absenteeism.
One of the subgroups of this human force is those teachers of a younger age. It is
likely that these teachers who are younger in age are not given any special
considerations that the elder teachers enjoy, such as better working conditions.
Such conditions can even reduce health-related problems which may lower the
number of sick leave days taken. Policies can also be directed towards making the
profession more attractive towards the younger group, for example, more
opportunities for promotion. On the other hand, rather than trying to counteract the
nature of most younger teachers as identified in the career development and adult
career paths and opportunities” within the school (Desimone et al. 2002, 477). That
is, they should design and conduct realistic job previews and avoid violating any
teacher may require little or no training, yet the position seems to include enough
extra duties to motivate the worker, thus reducing absence frequency. Greater
training and more intricate selection may be required for the position of deans, as
opposed to that of form teachers, in order to cope with the relatively heavier
workloads. It seems as though many schools are already making full use of the post
of form teacher since these teachers comprised 75 percent of all cases in this study
(see table D6). Instead of assigning this post to every teacher, which may defeat the
purpose of having extra responsibility, other similar positions may be created within
(Desimone et al. 2002, 487). It is very likely that in the teaching profession
employees will become bored after having to repeatedly teach the same subject/s
year after year. Perhaps rotating employees between the positions similar to that of
form teacher, or even allowing them to teach other subjects for which they are
qualified, may provide some stimulation. Such rotation should not only provide
teachers with chances to learn new skills, but may also create greater job
satisfaction (Desimone et al. 2002) which can possibly reduce their absenteeism. It
is important to note that some teachers may in fact “prefer repetitive, unchallenging
work that makes few demands on them” (Johns and Saks 2001, 116). In these
cases job rotation should not be used since it may have the adverse effect of
significance in this study once the sample size is increased. Support for this variable
gaining significance also comes from the recent CCH survey (2006) in which HR
professionals explain that employees are not coming to work because of “family
55
issues and personal needs, more than any other single factor”. In order to reduce
lack of paid sick leave or other penalties for absenteeism. A more appropriate policy
may be to have unpaid sick leave beyond the annual assignment of 14 sick days.
Another policy may be to encourage the development and use of day-care centers,
or even “child-care programs” within schools (Desimone et al. 2002, 647). Research
teachers with very young children the privilege of having more flexible teaching
which are one of the more commonly used work-life programs in the United States
(CCH, 2006), may help teachers deal with the stress involved in taking care of very
young children. If possible, these teachers can even have their workloads reduced
at such hectic times in order to lessen the effects of their absenteeism. These
strategies stem from the CEO of the Fannie Mae Foundation in Washington D.C.,
Stacey H. Davis, who claims that by allowing employees to take care of home life
or not greater significance would be obtained for this variable as the sample size is
increased. If further research where to show that females are clearly more prone to
absence behaviour then the causes of such behaviour should be targeted. While it
may be difficult to develop policies to target the nature of women’s behaviour, such
as taking time off for illnesses or to take care of their sick children, policies can be
created to help those female teachers with similar schedules to their children.
which can both carry them to school and return them home. If the disparity between
56
towards their lower status in the business environment, then this may be an
them a more effective voice (Downer 1997). Additionally, legal reform programs
may be needed to assist in the advancement of women (ibid.). Note that these
policies for gender should not be of priority unless other research can solidify the
indefinite results.
Schools need to recognize that the socialization process for teachers is affected
by cultural differences, and take steps to incorporate these differences into their
orientation programmes (Desimone et al. 2002). For example, the use of existing
employees as role models for new recruits (ibid.). Having role models from one’s
own gender and/or age group can make it easier for new employees to adjust to the
culture of the organization (ibid.). If gender and age stereotypes exist in the school,
(Johns and Saks 2001, 84; italics in the original). Some strategies highlighted by
Rodgers and Hunter (1991) that can be used to reduce such workplace stereotypes
include, the promotion of teamwork between minority and majority members, proper
and accurate career decision making based on facts as opposed to hearsay, and
Rosenblatt and Shirom (2004) suggest that a profile of teachers who are more
prone to absence behaviour be drawn up. Such a profile would show that being
younger in age, not holding a form teacher position, and possibly being female and
that marital status, seniority, education, and the position of deans are not part of this
profile. It is not appropriate to recruit teachers based on this profile, but instead it
57
“psychological and social processes behind the ‘hard’ background variables” (ibid.,
221).
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APPENDIX B
Informed Consent Form Attached to Questionnaire (resized and excluding the
footnote which required participants’ initials)
Project Information
PROCEDURES
You will be asked to do disclose your full name for the sole purpose
of cross referencing this questionnaire to your attendance records (see
Confidentiality section below). Questions will be asked about
personal characteristics and occupational characteristics. Personal
68
TIME REQUIRED
12 minutes.
POSSIBLE BENEFITS
Although there will be no direct benefit to you for taking part in this
study, the researcher may learn more about which demographic
factors have an impact on the absence frequency of secondary school
teachers in Trinidad.
FINANCIAL CONSIDERATIONS
There is no financial compensation for your participation in this
research.
CONFIDENTIALITY
This is a totally independent study and is therefore not associated
with any school authorities. Your identity will be treated as
confidential. Once names on the questionnaires are matched to
attendance records, each name will then be replaced by a random
number on a separate record. This new record will be used in the
study. The results of the study may be published for scientific
purposes but will not give your name or include any identifiable
references to you. After the study is completed and all data has been
transcribed from the questionnaires, these questionnaires will be held
for six months and then destroyed.
ALTERNATIVE PROCEDURE
If, for some reason, you do not wish to disclose your name, your
participation in this research will still be greatly appreciated. Once
you have completed the questionnaire, simply contact the researcher
on the day of the study so that you can check your own attendance
records and give the necessary data to the researcher. This procedure
should not take more than 2 minutes. If you choose this method, then
there is no need to sign this consent form since you will remain
anonymous. However, you can still keep a copy of the consent form
for your own purposes.
69
CONTACT INFORMATION
Whom to contact if you have further questions about the study:
Paul Balwant, #5 Hibiscus Drive Petit Valley, 633-3985/382-7557.
AUTHORIZATION
I have read the procedure described above, and voluntarily agree to
participate in this study. Furthermore, the researcher has permission
to access my attendance records for the years of 2004 and 2005. I
understand that I will receive a copy of this form.
Participant’s Name………………………..
Participant’s Signature………………………..
Date……………………
Researcher’s Signature………………………..
Date………………………..
Please sign both consent forms (unless you choose the alternative
procedure), keeping one for yourself.
70
APPENDIX C
Survey Questionnaire (resized and excluding the footnote which required
participants’ initials)
Teacher Absenteeism
Questionnaire
The next TWO questions (5 and 6) pertain only to the school/s in which
you teach and should not include personal lessons. Answer either parts
(a) or (b) of question 6.
71
5. What are your current working hours (inclusive of any breaks) at the
school/s in which you teach? Approximately ………….. hours in a
regular school day.
Female Male
( ) ( )
If you are ‘Male’ please skip the next question and move onto question
10.
9. If you were pregnant at any time during the last two years, state
approximately how many days of maternity leave you took and in what
year/s.
12. If you have children, how many are six years of age or younger?
…………………..
TABLE D1
Std.
N Minimum Maximum Mean Deviation
Absenteeism 2005 146 0 35 15.06 7.64
Absenteeism 2004 146 0 38.5 16.37 8.05
Job scope 146 0.5 1.5 0.82 0.10
Teaching load 146 91 957 620.42 127.94
Seniority 146 0 38 13.23 9.46
Education 146 4 43 11.87 4.08
Age 146 22 57 37.23 9.46
Number of children
less than 4 years of 146 0 3 0.39 0.71
age
TABLE D2
Valid Cumulative
Frequency Percent Percent Percent
Valid Not Married 57 39.0 39.0 39.0
Married 89 61.0 61.0 100.0
Total 146 100.0 100.0
TABLE D3
Valid Cumulative
Frequency Percent Percent Percent
Valid Male 53 36.3 36.3 36.3
Female 93 63.7 63.7 100.0
Total 146 100.0 100.0
73
TABLE D4
Valid Cumulative
Frequency Percent Percent Percent
Valid Does Not Hold
144 98.6 98.6 98.6
Position
Holds Position 2 1.4 1.4 100.0
Total 146 100.0 100.0
TABLE D5
Valid Cumulative
Frequency Percent Percent Percent
Valid Does Not Hold
121 82.9 82.9 82.9
Position
Holds Position 25 17.1 17.1 100.0
Total 146 100.0 100.0
TABLE D6
Valid Cumulative
Frequency Percent Percent Percent
Valid Does Not Hold
36 24.7 24.7 24.7
Position
Holds Position 110 75.3 75.3 100.0
Total 146 100.0 100.0
74
3.5
3
2.9
2.8 2.8
2.7
2.5 2.5
2.4
Rate of Absenteeism
2.3 2.3
2.2
2.1 2.1
2
1.9
1.5
0.5
0
1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
Year
APPENDIX F3 Education
APPENDIX G
Probability Plots of Quantitative Variables (transformed variables shown with
histograms and superimposed normal curve)
APPENDIX G3 Seniority
Original Variable
Transformed Variable
80
APPENDIX G4 Education
Original Variable
Transformed Variable
81
Original Variable
Transformed Variable
82
Original Variable
Transformed Variable
83
APPENDIX G7 Age
Original Variable
Transformed Variable
84
TABLE J
Variable Form Vice Principal Dean Form Teacher Marital Status Gender
Absenteeism 2005 1.454 2.653 1.281 0.708 2.595
Absenteeism 2004 0.475 0.109 0.251 0.105 0.569
Number of Young
Children 3.871 9.522** 1.432 111.666** 8.567**
Seniority
Original 0.849 0.788 0.022 0.880 2.314
Transformed 1.837 2.390 1.773 0.513 0.082
Education
Original 0.093 13.565** 2.377 1.639 5.740*
Transformed 0.082 4.880* 0.110 1.343 6.295*
Job Scope
Original 0.164 14.794** 11.319** 0.011 1.195
Transformed 0.148 9.848** 6.446* 0.028 0.569
Teaching Load
Original 0.889 5.511* 0.587 0.765 11.015**
Transformed 1.081 2.062 0.001 0.341 4.728*
Age
Original 2.549 0.690 0.203 0.115 0.498
Transformed 3.893 8.831** 3.976* 3.686 0.779
TABLE K1
Notes: The symbols for the column headings in this table, as well as in K2 to K5, are
explained in Table 4.2.
TABLE K2
TABLE K3
TABLE K4
TABLE K5
Group Statistics
Std. Error
NoOfChildren4 N Mean Std. Deviation Mean
Abs05 >= 1 39 18.564 6.7602 1.0825
<1 107 13.785 7.5733 .7321
Abs04 >= 1 39 19.436 6.6096 1.0584
<1 107 15.257 8.2649 .7990
Group Statistics
Std. Error
Gender N Mean Std. Deviation Mean
Abs05 Male 53 12.226 7.9654 1.0941
Female 93 16.677 6.9944 .7253
Abs04 Male 53 13.651 7.9018 1.0854
Female 93 17.925 7.7575 .8044
APPENDIX N2 Paired Samples T Test for Sick Leave Days Taken in 2004 and 2005 (SPSS output)
Std. Error
Mean N Std. Deviation Mean
Pair SL04 8.847 124 5.0607 .4545
1 SL05 7.831 124 4.9060 .4406
N Correlation Sig.
Pair 1 SL04 & SL05 124 .521 .000
Paired Differences
99% Confidence
Interval of the
Std. Error Difference
Mean Std. Deviation Mean Lower Upper t df Sig. (2-tailed)
Pair 1 SL04 - SL05 1.0161 4.8790 .4381 -.1302 2.1625 2.319 123 .022
97
APPENDIX P Boxplot and Line Graph for Job Scope and Teaching Load (transformed variables)
TABLE Q1
Std.
Minimum Maximum Mean Deviation
Absenteeism
0 33.5 14.36 8.621
2004
Absenteeism
1 33 13.12 9.074
2005
TABLE Q2
Cumulative
Frequency Percent Percent
Central 6 24 24.0
East 3 12 36.0
South 6 24 60.0
West 10 40 100.0
Total 25 100