Teacher absenteeism is a global phenomenon. It is recognised in numerous studies and policy documents as one of the most critical causes of children's impaired learning and moral growth, and as a barrier to national and international development goals, such as the Millennium Development Goals (MDG) and Education For All (EFA). This research is the first of its kind in Tanah Papua, which focuses on the analysing and understanding teacher absenteeism in primary schools. The four objectives of this study were to: (1) Provide a snapshot of levels of teacher absenteeism at primary school level in Papua and West Papua; (2) Identify the factors influencing teacher absenteeism; (3) Identify the extent to which government policies and programmes have been successful in promoting teacher attendance in classrooms, particularly in remote regions of Papua and West Papua; and (4) Provide policy recommendations to provincial and district governments that can promote increased levels of teacher attendance in classrooms. Multi-stage stratified sampling with the Probability Proportional to Size (PPS) method was used for selecting a sample of schools for the study. Three types of geographic categories were identified within Papua and West Papua districts to ensure proportional representation of schools: (1) Lowland easy-to-access districts; (2) Lowland hard-to-access districts, and (3) Highland districts. Sub-district geographies were classified as (1) urban, (2) semi-urban; and (3) rural/isolated. Data for the school study was collected in late 2011 through unannounced school visits, using school-level questionnaires, individual teacher questionnaires and community questionnaires. The findings of this study are very strategic for the Provincial Education Office in West Papua Province and districts that will be used to develop evidence-based strategies for reducing teacher absenteeism based on needs in the field. The findings of this research will strengthen the current approach of the provincial education office for improving education quality through school based management, and it is also in line with the policy of Provincial Education Office of West Papua Province regarding small schools, and strengthening early and multi grade education. The following annexes are included: (1) Development Profile and Basic Education Conditions in Papau and West Papau; and (2) Supplemental Data.