Date of Conferral

11-11-2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Kathleen Kingston

Abstract

Even with federal and state interventions, the number of K-8 students labeled as chronically absent continues to increase. The purpose of this basic qualitative study was to investigate teacher perceptions about the increasing student absences at Central Maine School District, and suggestions to reduce the number of student absences in Grades K-8. The conceptual framework for this study was Bronfenbrenner’s socioecological theory, which states that humans are affected by the people in their daily lives, from home and school. A basic qualitative study was used, gathering data through semistructured interviews with twelve K-8 classroom teachers through purposeful sampling. Data were coded using Braun and Clarke’s thematic analysis method, which revealed five themes: (a) family dynamics play a role in chronic absenteeism, (b) chronic absenteeism was one dimension of current educational challenges, (c) the influence of individual and personal approaches in addressing chronic absenteeism, (d) leading with a relationship focus with families and children, and (e) best practice suggestions. Based on these findings, a 3-day professional development training was designed on contributing factors in chronic absenteeism and best practices to help lower chronic absenteeism. Collaboration of district leaders through professional development training may promote positive social change by decreasing the number of chronically absent K-8 students, which, in turn, might be a contributing factor to increasing academic achievement, resulting in increased chances for overall success in school and, thus, decreasing chances that students drop out or are underemployed. There could be additional benefits for school funding and teacher consistency.

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