Date of Conferral

2021

Degree

Ph.D.

School

Education

Advisor

Cheryl Keen

Abstract

Before the COVID-19 pandemic, nearly 16% of the U.S. public-school population was missing 10% or more of school days. Distance learning during the pandemic may have worsened absenteeism. The research problem represents a gap in understanding teachers’ perceptions of their experiences working with parents to address delinquent students’ chronic absenteeism at the high school level before and during the pandemic. The purpose and research question of this basic qualitative inquiry explored teachers’ perceptions of their experiences working with parents to address delinquent students’ chronic absenteeism in low-income, urban high schools before and during the COVID-19 pandemic when participating in distance learning. The conceptual framework consisted of Epstein’s model for parental involvement and the multitiered positive behavioral interventions and supports (PBIS) framework. Interviews with 11 high school teachers in a low-income, urban district were coded and then analyzed in search of emergent themes. Findings suggested participants desired better collaboration, communication, and partnership with parents to address chronic absenteeism and poor student learning outcomes and reported receiving limited support from administrators for building relationships with parents and implementing PBIS at the high school level. School leaders may use the findings to contribute to positive social change by leveraging teacher-parent communication to reduce school absenteeism at urban high schools; guiding parents on the use of effective, home-based PBIS strategies; implementing more effective attendance policies; and fostering more effective teacher-parent communication.

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