The main purpose of this study was to determine the management of the phenomenon of learners’ partial absenteeism and late coming at four public secondary schools of the Tshwane West (D15), in the light of the Gauteng Department of Education (GDE) Circular 13 of 2002. Respondents targeted for data collection were members of the School Management Teams (SMTs) of the four public secondary schools (n35). To address the initial propositions of this study, a qualitative case study research design and its techniques for data collection and analysis were used. The emergent findings indicated that: absenteeism during school hours (partial absenteeism) and late coming, which also applies to educators, are rife across the four participating public schools. SMT members’ limited knowledge of school management in general, and the GDE’s Circular 13 in particular, were found to be the main barrier to the effective management of partial absenteeism and late coming. Additional contributory factors were learner’s attitude and conduct and poor school infrastructure. Recommendations to help address the problem under inestigation are also made. / Educational Leadership and Management / M. Ed. (Educational Management and Leadership)

The main purpose of this study was to determine the management of the phenomenon of learners’ partial absenteeism and late coming at four public secondary schools of the Tshwane West (D15), in the light of the Gauteng Department of Education (GDE) Circular 13 of 2002. Respondents targeted for data collection were members of the School Management Teams (SMTs) of the four public secondary schools (n35). To address the initial propositions of this study, a qualitative case study research design and its techniques for data collection and analysis were used. The emergent findings indicated that: absenteeism during school hours (partial absenteeism) and late coming, which also applies to educators, are rife across the four participating public schools. SMT members’ limited knowledge of school management in general, and the GDE’s Circular 13 in particular, were found to be the main barrier to the effective management of partial absenteeism and late coming. Additional contributory factors were learner’s attitude and conduct and poor school infrastructure. Recommendations to help address the problem under inestigation are also made. / Educational Leadership and Management / M. Ed. (Educational Management and Leadership)