Int. J. Management in Education, Vol. 11, No. 3, 2017 223 Copyright © 2017 Inderscience Enterprises Ltd. Factors influencing teacher absenteeism in the remote elementary schools of Indonesia: empirical proof from southern Papua Basilius Redan Werang* Fakultas Keguruan dan Ilmu Pendidikan Universitas Musamus, Jl. Kamizaun, Mopah Lama, Merauke 99611, Indonesia Email: lirang267@yahoo.co.id *Corresponding author Seli Marlina Radja Leba Program Pascasarjana Universitas Negeri Malang, Jl.Semarang 5, Malang 65145, Jawa Timur, Indonesia Email: selimarlina.radjaleba@yahoo.com Ermelinda A.G. Pure Fakultas Keguruan dan Ilmu Pendidikan Universitas Musamus, Jl. Kamizaun, Mopah Lama, Merauke 99611, Indonesia Email: agnesermelinda@yahoo.co.id Abstract: This study aimed to reveal factors responsible for teacher absenteeism in the remote elementary schools of southern Papua, Indonesia. The present study employed a qualitative research approach using a case study design. Profound interview to the elementary school principals, local community members, and teachers of respective schools was the main tool of the study to collect data. Data were analysed qualitatively using Ishikawa’s fishbone analysis. We found three main categories of variables that influence teacher absenteeism in the remote elementary schools of southern Papua, Indonesia, namely: (a) teachers’ demographic characteristics, (b) working conditions, and (c) local authorities’ policies of teacher assignment and of school principal appointment. These findings might be imperative for the institutions of teacher training and education to design curriculum to address the special need of having morally and mentally qualified teachers. Keywords: teacher absenteeism; elementary schools; remote area; southern Papua; Indonesia; factors. Reference to this paper should be made as follows: Werang, B.R., Leba, S.M.R. and Pure, E.A.G. (2017) ‘Factors influencing teacher absenteeism in the remote elementary schools of Indonesia: empirical proof from southern Papua’, Int. J. Management in Education, Vol. 11, No. 3, pp.223–247.