Theses and Dissertations

Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

David Weintraub

Committee Member

Andrew Lumpe

Committee Member

Kimberly Durham

Keywords

academic achievement, attendance rate, experiences of teachers, perceptions, students

Abstract

Chronic absenteeism has emerged as a critical educational concern nationwide, particularly following the COVID-19 pandemic. National data indicate that chronic absence rates increased from 15% in 2019 to 28% in 2022, and in the targeted rural South Carolina district, 25% of students were chronically absent in 2022–2023, rising to 28% in 2023–2024. Persistent absenteeism is associated with lower academic performance, widened achievement gaps, and diminished long-term educational and workforce outcomes, especially among socioeconomically disadvantaged and minority students.

The purpose of this qualitative phenomenological study was to examine teachers’ perceptions and experiences regarding how students’ attendance rates influence academic achievement in a rural high school district. Guided by Bandura’s social cognitive theory, the study explored how teachers interpret the reciprocal relationships among student behavior, environmental factors, and academic outcomes.

The study examined the extent to which teachers perceived student attendance as influencing academic performance, how absenteeism affected classroom engagement and instructional practices, and what contextual factors teachers believed contributed to chronic absence.

Using a qualitative phenomenological design, 12 high school teachers participated in semi-structured interviews. Data were audio-recorded, transcribed, and analyzed using thematic coding procedures to identify recurring patterns and shared meanings. Trustworthiness was established through member checking and audit trails.

Findings revealed that teachers consistently perceived chronic absenteeism as significantly hindering academic achievement, classroom continuity, and student motivation. Participants emphasized mental health concerns, socioeconomic barriers, and diminished post-pandemic attendance culture as contributing factors. The study recommends collaborative, schoolwide interventions that strengthen student belonging and family engagement. Future research should incorporate student and parent perspectives and examine longitudinal intervention outcomes.

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