Factors influencing teacher absenteeism in a Middle Tennessee school system

Kristy Shockley, Tennessee State University

Abstract

Using a causal-comparative research design, this study analyzed and compared absence data of teachers in relation to specific teacher demographics to determine if certain teachers were more susceptible to absenteeism than others. Additionally, school level placement and whether or not a teacher was teaching in a Title I school were analyzed to determine if they made a difference in the number of days teachers were absent. The main dependent variables for the study were the number of days were absent for 2009, 2010, 2011 and a three-year average of 2009, 2010 and 2011. The independent variables were teachers' age, gender, degree level, years of experience, school level placement and the Title I status of the their schools. ANOVAs and bivariate correlations were used to examine teacher absence data for 554 teachers in a Middle Tennessee School District. Statistically significant findings were found based on gender, with female teachers being absent more frequently than their male peers. No statistically significant differences were found in the number of days teachers were absent based on the variables of degree level, Title I school status, school level placement, teachers' age, or years of teaching experience. It is recommended that further research be conducted to examine other factors, such as teaching conditions in schools, to determine if they impact teacher absences. Additionally, it is recommended that qualitative research be conducted to analyze how school district policies and the implementation of those policies, which vary from district to district, impact the number of days teachers are absent. This study revealed a wide range, 0 to 92, in the number of days teachers were absent. It is recommended that administrators find ways to decrease absenteeism in their schools. One recommendation for administrators is to have teachers report directly to their principals when they are going to be absent, rather than calling a messaging system. Another recommendation for practitioners is to offer incentives, both monetary and non-monetary, to teachers who maintain excellent attendance.^

Subject Area

Education, Administration

Recommended Citation

Kristy Shockley, "Factors influencing teacher absenteeism in a Middle Tennessee school system" (2012). ETD Collection for Tennessee State University. Paper AAI3552863.
http://digitalscholarship.tnstate.edu/dissertations/AAI3552863

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