Socio-Economic Determinants Influencing Truancy among Primary School Learners: An In-Depth Case Study of Chivi South, Zimbabwe

Abstract

This qualitative study investigates the socio-economic determinants of absenteeism among primary school learners in Chivi South, Zimbabwe, addressing a notable research gap regarding the effects of socio-cultural factors on school attendance. Employing a qualitative approach within an interpretivist framework allows for an in-depth exploration of the lived experiences of learners, teachers, parents, and community members. A sample of 15 participants was purposively selected to ensure diverse perspectives, including four learners (two males and two females), four teachers (balanced by gender), four parents, a local counsellor, a village head, and a representative from the Ministry of Primary and Secondary Education. Data were generated through focus group discussions, which facilitated open dialogue among participants. Triangulation was employed to enhance the trustworthiness of the data by drawing on insights from multiple sources. Thematic analysis, based on Braun and Clarke's framework, was utilised to identify patterns within the data. One key finding revealed that economic hardship significantly contributes to absenteeism, as families prioritise immediate financial needs over education. Based on this finding, it is recommended that community stakeholders collaborate to establish support systems for families and address economic barriers that hinder learners' educational participation. Ethical considerations were prioritised, ensuring informed consent and confidentiality for all participants.