The Extent to Which Teachers’ Loan Burdens Influence Absenteeism in Public Primary Schools in Chalinze District, Tanzania

This study examined the extent to which teachers’ loan burdens influence absenteeism in public primary schools in Chalinze District, Tanzania. The study was guided by Strain Theory developed by Merton (1938), which explains how pressure arising from difficulties in achieving valued goals through available means may influence individual behaviour. A sample of 111 respondents participated in the study, comprising 90 teachers, 20 Heads of Schools, and one District Primary Education Officer (DPPEO). The study employed questionnaires to collect quantitative data from teachers and semi-structured interviews to obtain qualitative information from Heads of Schools and the DPPEO. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed thematically. The findings revealed that teachers’ loan burdens significantly influenced absenteeism. Heavy loan obligations, multiple borrowing, repayment pressure, financial stress, and salary deductions were associated with irregular attendance, lateness, reduced concentration, and diminished commitment to school duties. Qualitative findings further indicated that financial pressures affected teachers’ availability and engagement in instructional activities. The study concludes that teachers’ loan burdens are an important factor to consider when addressing absenteeism in public primary schools. It recommends promoting responsible borrowing, strengthening teachers’ financial literacy, and establishing support mechanisms to improve teachers’ financial well-being and professional attendance.