Minimizing Absenteeism In Rural Public Elementary Schools

By Mrs. Genevieve M. Pasco, Teacher III

Butuay Elementary School
Jimenez District
The website The Free Dictionary briefly defined absenteeism as a persistent absence from
work, school, etc. By persistence we mean continued effort or existence. Taking the above into
account, one can say absenteeism is therefore habitual in nature.
Absenteeism of pupils in school has a different perspective from that of the workforce.
When an employee is always absent, his pay is deducted and his performance is given demerit
which might affect promotions and other benefits. But an employee can find other jobs if his
current work is not to his liking. He can quit and seek other fields where he may find satisfaction
and comfort putting absenteeism its end.
A pupil who is habitually absent cannot find immediate remedies that he desires. He
cannot just quit schooling if he does not like the school, nor transfer to other classes if he does
not like his teacher. He cannot escape from doing his assignments and other class chores, or hide
away from ridicules by his schoolmates. A pupil has to stand against all odds and challenges in
order to succeed, and minimizing absences is one of the obstacles he must overcome. Since
absenteeism may lead to disastrous paths in a pupils young life, one must take the problem more
seriously.
What causes absenteeism in rural public elementary schools?
Even through plain observations on pupils who are regularly absent and interviews with
stakeholders, one can have a better understanding of the causes of absenteeism in a particular
school. Among the many causes, I would like to cite the following which are common among
rural schools:
1. Teacher approach: Pupils have individual abilities and attitudes. It is highly possible that
the teachers strategies cannot be well understood causing the pupils to lose interest in the
lessons. Pupils are also sensitive and the mood of teachers could be misinterpreted causing fear
and anxieties. Although there are many trainings such as improving teaching competence, gender
biases, anti-bullying, learner-centered instructions and others, but these are not easily immersed
and applied. Some teachers still have hard times in transforming their approaches and methods,
particularly the traditional ones.
2. Diseases: Illnesses among pupils in rural schools caused them to frequently be absent from
their classes. These diseases range from mere toothache, headache, stomach ache, malnutrition
problem and some special medical conditions. Cultural practices and superstitions could also add
to the worsening of these diseases.

3. Entertainment and vices: Vices and other forms of entertainment are commonly found in
rural areas. These include gambling, videoke and access to the internet commonly known as peso
net or hulog-hulog. Although there are legislations limiting them, but these are not strictly
implemented in some communities.
4. Family issues: The family also contributes to absenteeism. Excuses of absentees include
having to take care of younger siblings while the parents have to do some important errands.
5. Economic difficulties: This is the highest cause of absenteeism in rural areas which have
seasonal economic activities such as rice farms, corn farms or fishing. Pupils worked as laborers
with their income that goes either to their families or for their personal needs.
What the teachers can do to help minimize absenteeism?
Teachers are expected to discharge their functions according to the mandate, vision,
mission and objectives of the Department of Education such as the attainment of quality
education and to produce holistically developed and highly competitive graduates. But
absenteeism is taking a high toll in this. Having been absent for even a few days will make the
pupils lose interest and shied away from the school. Allowing the pupils to engage in labor works
to earn an income will motivate them to work more and study less.
When a teacher has absentee pupils, he must take the problem more seriously. It is
sometimes a pity if teachers would just contend themselves to teach pupils who are always
mindful to the lessons and disregard those who are not interested or always absent from the class.
If a teacher believes that teaching is a noble profession and can mold pupils to become effective
leaders in the future, then he must take that extra mile of helping those pupils in need.
Taking time to talk to the parents to identify the root cause of the problem will not be too
much heavy for a teacher. Using anecdotal records and other tools will help him make a
management plan to minimize absenteeism. How about an action research on absenteeism?
Although there are already many research works about the subject, but a particular pupil in a
particular area could surely bring unique information that might prove useful.
How about adopting a child in need? Other teachers are bringing some children to their
homes, feed and took care of them. Letting these children feel that they belong to a family will
give them the confidence and esteem that were lost at abusive homes.
There are no perfect solutions to minimize absenteeism. A search in the internet could
produce many interventions and useful information. But I believe the best way to approach the
problem is from a personal perspective using personal sacrifices. If a teacher does not believe
that pupils have to be given extra care and attention, then the effort will just be fruitless. By
digging deeper, by exhausting extra efforts, by letting the pupils feel that they are important to
the eyes of the teacher and the community, one can find a compromise that might minimize if not
totally stop absenteeism. After all, each pupil has his own dreams and ambitions, and the teacher
can make a difference in firing them to realities.