Educational risk factors for psychological truancy in Lesotho: a qualitative exploration

Document Type

Article

Source of Publication

Journal of Psychology in Africa

Publication Date

9-3-2014

Abstract

A qualitative case study design was used to explore educational risk factors that may contribute to psychological truancy in a Lesotho secondary school. Purposively sampled teachers (n = 4, females = 50%) and pupils (n = 4, females = 75%), who have experience of psychological truancy, took part in a focus group and individual interviews. Inductive content analysis was used to analyse data emanating from the interviews. The findings indicate that pupil–teacher relationships, the use of English as medium of instruction and a lack of resources may be educational risk factors contributing to psychological truancy. Positive pupil–teacher relationships and active classroom engagement are prerequisites for successful and active learning.

ISSN

1433-0237

Publisher

Informa UK Limited

Volume

24

First Page

449

Last Page

452

Disciplines

Social and Behavioral Sciences

Indexed in Scopus

no

Open Access

no

Link to Full Text

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