All chronic conditions, including being HIV positive, using tobacco and high-risk drinking, are associated with higher rates of self-rated absenteeism. The proportion of educators who were absent for more than ten days, rank highest among those who had been diagnosed with TB in the past five years (30.2%), high-risk drinking (25.6%), lung or breathing problem (23.6%), heart disease (22.5%), diabetes (20.2%), cancer (19.6%), and anaemia (19.3%).

Among HIV-positive educators, 17.1% were absent over ten days, compared to 13.8% of HIV-negative educators.

Also strongly associated with a higher number of self-rated absenteeism and 'presenteeism' (unhealthy days), are low morale at school, an intention to quit teaching, low job satisfaction and high job stress.

Educators who felt that they had some support - from the DoE, School Governing Body (SGB) learners' parents, unions and religious groups in the community - in their role as educator and for AIDS work, reported considerably less days of absenteeism, and less 'unhealthy days'.

In a question about support the DoE should provide in the care of ill teachers and learners, the most frequent responses were: treatment and medication (55.6%), financial support, such as grants and medical aid (54.3%), emotional support, such as home visits and moral support (36.4%), other material support, for example food (27.1%), assistance and support at work, such as substitute teachers, and for AIDS work, such as workshops (25.1%), the eradication of stigma and discrimination (17.9%), and the introduction of home schooling and care centres (17.3%).

Table: Educator support and absenteeism and presenteeism (unhealthy days)

NOTE: READ TOGETHER WITH FACT SHEETS 5 AND 6