The Influence of Teacher Absenteeism on Student Achievement in Grades 3-5 in Rural Public Schools in New Jersey
Date of Award
EdD Education Leadership, Management and Policy
Education Leadership, Management and Policy
Christopher Tienken, EdD
Janet Evers-Goodwin, EdD
Rose Morrisroe, EdD
New Jersey Student Learning Assessment, Student achievement, Teacher Absenteeism, Rural Schools, Time-on-Task
The purpose of this correlational, explanatory, cross-sectional quantitative research was to determine whether teacher absenteeism and student achievement are related in rural schools. This correlational study examines the predictor variable of teacher absenteeism on academic outcomes and also is inclusive of control variables teacher mobility, teacher experience, teacher level of education, students classified as special education, English language learners (ELL), chronic student absenteeism, and students eligible for free/reduced lunch. In the state of New Jersey, student achievement is measured by the New Jersey Student Learning Assessment (NJSLA). The NJSLA results for grades 3 through 5 in mathematics and English Language Arts were used as the main outcome variables for student achievement in this research.
The variable of interest, teacher absenteeism, was found not to have a statistically significant relationship with the outcome variables grades 3-5 mathematics and English language arts. There were statistically significant relationships between students eligible for free/reduced lunch and student achievement in both English language arts and mathematics at all three grade levels. The variable of teacher level of education had a positive statistically significant relationship with student achievement in 5 of the models which were grades 3and 4 English language arts and just grade 4 mathematics.
Hutcheson, Lisa A., "The Influence of Teacher Absenteeism on Student Achievement in Grades 3-5 in Rural Public Schools in New Jersey" (2023). Seton Hall University Dissertations and Theses (ETDs). 3063.