An Investigation into Truancy Intervention Programmes for Learners in Selected Primary Schools of Choma District in Zambia

Abstract

The scale and nature of truancy in schools continues to raise significant concern among stakeholders in Zambia. As a result, the purpose of the study was to investigate truancy intervention programmes (TIP) available for learners in selected primary schools of Choma district, Zambia. The study was guided by the Social Control Theory developed by Travis Hirschi (1969) to explain disruptive behaviour and conformity to the established social order. The researchers adopted a descriptive research design. Participants were 51, comprising nine headteachers, nine guidance and counselling teachers, nine class teachers, and 24 pupils from nine randomly selected primary schools in Choma district. Data was collected through interviews and was analysed thematically. The findings revealed that truancy intervention programmes used in primary schools include feeding programmes, registration, remediation, extracurricular activities, parental sensitisation programmes, and guidance and counselling. The researchers recommended that the Ministry of General Education should support the counselling and guidance units in the schools for more coordinated intervention efforts in curbing truancy. The school disciplinary committees should also consider forming Truancy Boards to mitigate truant behaviour among learners.