Theses and Dissertations

Issuing Body

Mississippi State University

Advisor

Mathews, Jerry

Committee Member

Olinzock, Anthony

Committee Member

David, Ed

Committee Member

Adams, James

Date of Degree

5-3-2008

Document Type

Dissertation - Open Access

Major

Elementary, Middle, and Secondary Education Administration

Degree Name

Doctor of Philosophy

College

College of Education

Department

Department of Instructional Systems, Leadership and Workforce Development

Abstract

Teacher absenteeism is a major concern in many school districts around the country. There have been numerous studies on the topic, but we as educators are still dealing with the problems of teacher absenteeism. To get a good understanding of teacher and administrator perceptions of this problem, a quantitative research approach was used. Quantitative data was gathered using a questionnaire with 28 Likert scale questions. One hundred teachers and three administrators participated in this part of the study. In addition, structured questions were used to interview three teachers and three administrators. Multiple regression analyses were conducted to determine which predictor variables presented in the demographic section of the questionnaire contributed to variation in the various dependent variables, e.g. attendance. All multiple regression analyses were performed at the .05 level of statistical significance. The t-test for attendance indicated that the predictor variable, age, was statistically significant and could be concluded that the older the teacher, the less absenteeism. The t-test for attendance indicated that the predictor variable, degree, was statistically significant and could be concluded that the higher the degree, the less absenteeism. The t-test for operating procedures indicated that the predictor variable, years of experience, was statistically significant and could be concluded that the more experience, the more familiar were teachers with the operating procedures of the school. The t-test for training indicated that the predictor variable, years experience, was statistically significant and could be concluded that the more experience, the more inclined regular teachers were for substitute teacher training. The survey responses revealed many similarities between the teachers and administrators. Teachers and administrators believe there is reduced student achievement taking place when there are substitute teachers in the classroom. Because of this, all teachers and administrators feel the need for extensive professional development for substitute teachers. Teachers and administrators agree that student attendance is affected by substitute teachers in the classrooms. From all points of view, it is strongly believed that operational procedures are greatly affected when several regular teachers are absent at the same time and substitutes are in their classrooms.

URI

https://hdl.handle.net/11668/15055

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