Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Robert Flanders

Abstract

This study focused on the support administrators give to truant elementary rural students in a southeastern state using a qualitative approach. Students must be accustomed to attending school daily. Chronic absence in kindergarten foretells low classroom success levels at the end of 5th grade. The problem addressed in this study was that administrators are challenged to support students with a high rate of truancy in rural elementary schools in the southeastern United States. The purpose and research question of this study was to investigate how administrators support truant elementary rural students in a southeastern state. The situational leadership theory was used in this study, which administrators may use when working with elementary truancy. The data were collected through individual semistructured video interviews with eight administrators. The administrators consisted of three principals, three assistant principals, and two district administrators, who all have been in education for over five years. All interviews were submitted for transcription into a digital file through an application called Otter and were analyzed thematically to come up with a meaning for the study. Administrators who took part in the study gave their perceptions on truancy support in rural elementary schools. When dealing with elementary truancy, administrators confronted many obstacles which led to specific recommendations that focus on relationship building, parental and family involvement, policies and procedures, as well as a trained and caring staff. Describing problems at home, school, and community may suggest positive social change in rural school districts procedures and interventions that could improve attendance, as well as academics to help support administrators when working with truant elementary students.

Download

Share

 
COinS