Abstract:
This study investigated the complex issue of lecturer absenteeism at Community Learning Centres (CLCs) in the Johannesburg Metropolitan Municipality. which is influenced by personal factors, socioeconomic factors, and institutional factors. The research study used an interpretive research methodology to investigate the causes of lecturer absenteeism, how it affects teaching and learning, and how it is addressed. The study examined how management styles affect lecturer absenteeism and institutional effectiveness using Hood's four approaches (hierarchist, egalitarian, individualist, and fatalist), as well as investigating the root cause of absenteeism and direct operational efficiency impacts, teaching quality, and general learning experiences within the these centres in relation to such absenteeism. In addition, Cultural Theory Frame work of Public Management Styles (1998) examined the main reasons why lectures at Community Learning Centres (CLCs) in the Johannesburg Metropolitan Municipality miss work. This research attempted to highlight the internal problems that allow for such absenteeism while also demonstrating the lack of substantial effectiveness in the current mitigation strategies. This investigation is situated within the larger academic discourse on lecturer absenteeism through a thorough analysis of the pertinent literature, paying special attention to policy documents and other related resources. The literature illustrates the prevalent and concerning nature of absenteeism in adult education settings by placing it within the local and global educational environments. It also emphasises that absenteeism is a systemic problem that is complicatedly woven into institutional and social contexts rather than just being a behavioural issue affecting individuals. The research used an exploratory research design based on qualitative methods. It used semi-structured interviews, observations, and extensive document analysis to create a comprehensive, triangulated dataset. A total of fifteen participants, which included managers, lecturers, and students, were drawn from three strategically selected Community Learning Centres in Johannesburg's metropolitan area. The data was methodically interpreted using thematic analysis, which was guided by Hood's theoretical framework.This research study employed Christopher Hood's Cultural Theory Framework of Public Management Styles (1998) to examine the main reasons why lecturers at Community Learning Centres (CLCs) in the Johannesburg Metropolitan Municipality miss work. Finding the tactics used to reduce absenteeism and its implications on teaching quality and institutional performance, as well as investigating the underlying causes of absenteeism and its impact on student accomplishment, are the main goals. The study identifies personal, socioeconomic, and institutional factors as key contributors to lecturer absenteeism. The persistence of absenteeism is exacerbated by gaps in lecturer well-being and accountability, even in the face of institutional awareness of leave policies. The investigation contributes to the expanding body of knowledge on adult education absenteeism by applying Hood's theoretical framework to better understand management problems in CLCs centres. The findings of this study will have significant policy and practice consequences, with policymakers and education authorities being encouraged to strengthen managerial capacities and establish a suitable working environment. Future research should expand on this study by researching on how principles such as accountability, efficiency, and responsiveness are embedded in institutional policies, influence of lecturer absenteeism on students' academic achievement, and by conducting large-scale quantitative investigation to uncover nationwide trends and reasons can be conducted.
The study recommends stricter policy enforcement, improved working conditions, and stronger institutional oversight. It also advocates for targeted support, including interventions for issues like alcoholism, to balance accountability with lecturer well-being.
