Asian Journal of Sociological Research

This study investigated the factors influencing the lateness of teachers to school, with a focus on Pubic Secondary Schools in Ondo State, Nigeria. It adopted a descriptive survey design. The population consisted of the 304 Public Secondary Schools in the State while the government-appointed and full-time teachers in the schools were targets. 1 research question was raised and 2 hypotheses were formulated to guide the study. Data were collected from 150 teachers, drawn from 15 Public Secondary Schools in the 3 Senatorial Districts of the State, using multi-stage, stratified, and simple-random sampling techniques. A self-structured questionnaire, validated, and tested for reliability, consisting of close-ended questions, related to the subject of study, as well as structured on a 4-point Likert Scale, was used to collect data, analyzed using SPSS program. Findings showed that personal, environmental, school, government, and other factors influenced teacher lateness to school. No significant difference was also found in the perception of male and female, highly and less-experienced teachers, on factors influencing lateness of teachers to schools. Giving welfare of teachers a priority, sensitization of teachers on effects of lateness and benefits of punctuality, by school administrators and government, as well as the need for teachers to be self-disciplined, committed to the job, and shun acts capable of undermining the discharge of their duties, among others, are recommended for the challenge to be curtailed in schools.