The Time to Teach study focuses specifically on the issue of teacher attendance. It distinguishes between four types of interruptions to teacher attendance: absence from school; lack of punctuality; absence from class; and loss of teaching time in class. The study aims to identify the specific determinants at each level of the education system of South Sudan. In doing so, it highlights the role of various education stakeholders, from the central and decentralized levels, to the community level and as school level actors in monitoring and addressing the challenges to teacher attendance. The study seeks to contribute a better understanding of the various challenges faced by teachers and especially, the system deficits that affect teachers’ attendance and motivation, with a view to providing evidence-based policy recommendations to relevant education stakeholders in the country.