Why are teachers absent? Utilising the Capability Approach and Critical Realism to explain teacher performance in Tanzania

Tanzanian teachers have been criticised for a variety of behaviours such as absenteeism, lack of preparation and rote-teaching. This paper introduces an analytical framework that attempts to provide explanations for these behaviours by locating Capability Approach concepts within a Critical Realist theory of causation. Qualitative data from three primary schools will contextualise this framework and demonstrate how criticised practices are often a product of teachers contending with capability constraint. By reframing teacher actions this way it is hoped that a more nuanced understanding of teacher performance might be had, which may enhance measures aiming to improve it.

► I examine the causal links between working conditions and behaviours like absenteeism.
► This is done through a framework using the Capability Approach and Critical Realism.
► This framework is contextualised with data from three Tanzanian primary schools.
► Findings show that criticised behaviours are a product of capability constraint.
► This has implications for measures aimed at improving teacher performance.