The research examined school leaders' opinions, attitudes, and performative actions toward teacher absenteeism. Existing research has primarily focused on interventions implemented by the Teachers' Service Commission to curb teacher absenteeism, and yet since leaders are the main agents and their actions are context bound, their actual actions and insights should be accounted for when addressing absenteeism. Our study finds that though teacher absenteeism has been reduced, disheartening challenges persist. The authors recommend continuous monitoring and establishing a mentoring system.