JANET PARSONS BROWN, Tennessee State University


The primary purpose of this study was to research the attendance of kindergarten teachers in three class size types: small classes (1:15), regular classes (1:25), and regular classes with a full-time aide. As secondary considerations, the attendance rates for these kindergarten teachers were also researched and compared according to the school types to which they were assigned (inner city, rural, urban, suburban), their experience levels (0-5, 6-11, 12 or more years), and the degrees held (bachelor's or master's or above).^ There was a total of 336 kindergarten teachers assigned to 79 public schools, in 42 school systems from all areas of Tennessee who were considered for this study. These teachers who were participants in the Student Teacher Achievement Ratio (STAR) project during the 1985-86 school year, had been randomly assigned to one of the three class size situations. For this research study, the number of days absent and the number of days present for this target year were collected, and computed into an attendance rate for each teacher. No distinction was made between the reasons for teacher absences.^ The crosstabulation procedure was used to determine the distribution frequency of the teachers among class size, school types, degrees held, and experience levels. An ANOVA statistical procedure was used to compare the mean attendance rates for each of the categories of the dependent variables.^ The results of these statistical procedures showed no significant differences in the attendance rates of teachers among the three categories of class size, the four school types, the two levels of degrees held, or the three experience levels. Teachers reported feeling much lower levels of job-related stress in small classes. They also believed they were more effective teachers in the small size classes.^ This study concludes that while teacher attendance is not affected by class size, school type, degrees held, or the experience level of the teacher, teachers perceive themselves as more effective and less stressed in small classes. It is therefore recommended that further research be conducted. ^

Subject Area

Education, Administration

Recommended Citation

JANET PARSONS BROWN, "TEACHER ATTENDANCE IN SMALL SIZE CLASSES" (1987). ETD Collection for Tennessee State University. Paper AAI8802640.