Since the passage of the No Child Left Behind Act (NCLB) in 2001, public school systems have been engaged in a system of educational reform fueled by a level of accountability that includes not only the performance of the students, but also the performance of the teachers and the administrators. Recent studies have found that student achievement has been negatively impacted by teacher absenteeism; however, there have been scant studies conducted in the United States regarding teacher absence behaviors. The purpose of this study was to examine the teacher absence data of a school division in central Virginia in order to determine teacher absence behaviors. This study focused on two specific research questions: What is the frequency of teacher absence? What are the predictors of teacher absence? The design of this quantitative study was secondary data analysis. The data set included absence data for 1,198 classroom teachers who were continuously employed for the 2005-06, 2006-07, and 2007-08 school years. Data analysis included running descriptive statistics in order to determine the frequency of teacher absence, and by performing bivariate and multivariate analyses to determine the predictors of teacher absence. The dependent variable was the total number of absences taken, and the independent variables included demographic information, days of absence, teaching assignments, and types of leave. Analysis of the data found that absences occurred most frequently on Fridays and that sick leave accounted for most of the absences. There is evidence that teachers use leave to extend weekend or holiday leisure time. The use of leave under the Family Medical Leave Act rose from .1 percent to 1 percent of the total leave days over the course of the study. The total number of absences increased by almost 4 percent after the introduction of an electronic absence reporting system. Women are more likely to be absent than are men. Teachers at the specialty schools had the highest rates of absenteeism, and high school teachers had the lowest absence rates. As age advanced, teachers were less likely to be absent, but as years of experience advanced, teachers were more likely to be absent.

Submitted to the Faculty of Education in fulfillment of the requirements for the degree of Master of Education in the Department of Didactics at the University of Zululand, 1997. / The aims of this study were : • to investigate the effects of teacher absenteeism on secondary school pupils in KwaZulu Natal. • to suggest in the light of the findings obtained didactically justifiable guidelines for reducing the absenteeism rate among secondary school teachers. To address these problems information was collected from school principals through interviews and questionnaires. Analytical methods were also used to collect information regarding the effects of teacher absenteeism on secondary school pupils. In order to curb the problem of disjunction caused by an overemphasis on empirical research, this study also concentrated on a literature review in which recent sources on classroom management were used to identify criteria for effective classroom management, with specific reference to disruptive behaviour caused by the absence of teachers in the classroom. The study identified the following didactic criteria: democracy, conflict resolution, effective learning environment, motivation and order. These theoretical findings were blended with the empirical findings to analyse the effects of teacher absenteeism on the quality of teaching-learning actions in the schools included in the sample. The findings revealed that teacher absenteeism had the following major effects: • ignorance of pupils' names and achievements • demotivation among pupils • fighting and other forms of violence such as intimidation, defiance and vandalism • truancy • incomplete work programmes and poor performance • drunkenness and other forms of substance abuse by pupils • failure to do homework and assignments an increase in the drop-out rate • cheating in the examination The recommendations flowing from the research included, inter alia, that the Department of Education should establish a clear code of conduct regarding teacher absenteeism and a definite procedure to ensure that principals as well as teachers honour this code of conduct. Measures should be introduced to (a) combat the problem of teachers who fake sickness to absent themselves from duty and (b) compel principals to be more strict in keeping attendance registers, not only for pupils, but also for teachers. Since three of the most common causes of teacher absenteeism appear to be the attendance of funerals, part-time studies and long distances teachers travel between homes and schools, the dissertation contains several recommendations to alleviate problems in these areas.

In-situ EBSD on profuse {10ˉ12} twinning in magnesium revealed that the twinning stress for nucleation is not totally rate-insensitive but highly dependent on grain boundary misorientation ranging between 10° and 15°. A new regime in the theta-strain curve; Regime-D, before Regime II, was identified for axisymmetric textures and corresponded to mitigation of twin propagation which was markedly rate-sensitive, such when the strain-rate fell below 10-5/s, twin propagation, but not twin nucleation, was completely halted and this fact substantiates the predominant effect of transmutation on Regime II hardening over that of Hall and Petch by twin segmentation. This technique revealed that twin nucleation dominates twin growth rate over twin propagation in grains undergoing multi-variant twinning under high-Schmid factors. Pseudo-elasticity in Mg was revealed to originate from an unusual detwinning phenomenon of residual twins. This effect was attributed to incomplete accommodation slip necessary for the shape change by twin to take place.

This study explored campus principals' leadership behaviors and leadership styles to determine possible influences of leadership on teacher absences. The study was viewed through the framework of Bass and Avolio's (1985) transformational and transactional leadership styles. The Multifactor Leadership Questionnaire Self-Report (MLQ-SR) was used to identify principals' perceptions of their leadership styles. Absence data were also collected and analyzed for the school years (2012-2013, 2013-2014, and 2014-2015). Data were triangulated using one-on-one interviews with selected principals and teacher focus group discussions. The findings from this study verified that leadership style (described in terms of leadership behaviors) influenced teacher absenteeism indirectly through the culture and climate of the campus. Future research is recommended to discover whether incentive programs decrease teacher absenteeism and how leaders can influence their organizations through their behaviors.

Educational leaders have long recognized the certified classroom teacher as the most important factor in student performance and success. In his research article Teachers Matter: Understanding Teachers’ Impact on Student Achievement for the Rand Corporation, Opper (2019) stated, “When it comes to student performance on reading and math tests, teachers are estimated to have two to three times the effect of any other school factor, including services, facilities, and leadership” (para. 2). While district and school administrators certainly understand the impact teachers have on student performance, little has been done to mitigate the issue of teacher absenteeism, which has become a growing concern nationwide. In fact, limited research exists regarding successful approaches that have been utilized to curb teacher absenteeism, leaving district and school administrators with little option but to attempt to find their own solutions. One option that districts might consider as a viable solution to decreasing teacher absenteeism is a modified school calendar. While a modified school calendar shortens the summer break, it provides longer breaks at designated intervals, providing more time for teachers to decompress throughout the school year. This quantitative correlational study was conducted to determine the impact the adoption of a modified school schedule with designated breaks after each quarter had on teacher attendance in a rural Mississippi school district. Teacher absentee data from the 2022-2023 school year, which was the first year the school district utilized a modified school calendar, were compared to similar data from the 2018-2019 school year, which was the last full school year unaffected by the COVID-19 pandemic. The research results revealed that the study group of certified teachers employed in both academic years missed more days on the newly adopted modified school schedule compared to the days missed on the traditional schedule previously utilized. Given that many factors such as the time gap created by COVID-19 and the influenza strain that affected teacher attendance for several months during the 2022-2023 school year could have impacted the validity of the study, more research is needed to understand the long-term impact of a modified school calendar on teacher absenteeism.

Since the inception of No Child Left Behind, particularly in the past few years, teacher accountability is at the forefront of educational debate. Taking in to account the many facets of teacher accountability, student performance is nearly half of teacher evaluation systems. Considering the value of a quality teacher, one would logically presume that the teacher was present in the classroom to ensure student achievement. However, teacher absenteeism is an overlooked issue in today’s accountability system. The relative dearth of evidence and a practitioner’s lens of logical reason prompted an interest to investigate the relationship further. The historical perspective in the literature that does exist related to teacher absenteeism revealed that teacher absences are expensive and negatively affects student achievement. The purpose of the quantitative study was to determine if patterns exist among teacher absences and to determine the relationship between teacher absences and student achievement performance on state standardized tests in English, math, science, and social studies. A quantitative research design was employed using one-way analysis of variance (ANOVA) and sequential multiple regression as the primary analytical procedures. Using data from a single school division in Virginia, analyses were conducted to determine if there were patterns among teachers’ absences, if teacher absences predicted student achievement, and if teacher absences influenced certain student groups more than others. Although some evidence in the research literature indicates that student achievement decreased with increased teacher absenteeism, the current investigation did not reveal consequential evidence that teacher absenteeism negatively impacts student achievement. Implications from the findings, along with recommendations for future research, are presented in the final chapter. / Ed. D.

The research regarding the effect of policy on teacher absenteeism is scarce and research examining teacher absenteeism from a state perspective is very limited. This mixed methods study analyzed selected school variables for public schools and districts in Virginia contained in the 2011-2012 and 2013-2014 Civil Rights Data Collection (CRDC) and in the National Center for Educational Statistics. In addition, a content analysis was performed on leave policies for all 132 school districts in Virginia yielding policy variables for the study. The purpose of the study was to determine the relationship of school and policy characteristics to teacher absences. The analysis for this study involved computing descriptive statistics, correlating continuous variables, and running multiple regressions for each dataset (school and district for each year) to determine the predictors of the dependent variable, chronically absent teachers, defined as the percentage of teachers absent for more than 10 days. Although the school models were significant, neither was a particularly strong predictor of chronically absent teachers, only accounting for 15.2 percent variation (2011-2012 model with R2=.152) and 9.6 percent variation (2013-2014 model with R2=.096) that is predicted by the independent variables. Nevertheless, there were independent policy and school variables that were significant predictors in both school years. The most prominent variables included: total leave, personal leave maximums, income protection provisions (sick leave banks, short-term disability), free and reduced lunch population percentage of a school, pupil/teacher ratio of the school, and the grade level of the school (elementary, middle, and high). / Ed. D.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-04-07T18:14:56Z No. of bitstreams: 1 luceliacristinabrantmarizsa.pdf: 1098126 bytes, checksum: 3414ccdf6f88ad6882705131b24606db (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-04-11T11:33:25Z (GMT) No. of bitstreams: 1 luceliacristinabrantmarizsa.pdf: 1098126 bytes, checksum: 3414ccdf6f88ad6882705131b24606db (MD5) / Made available in DSpace on 2017-04-11T11:33:25Z (GMT). No. of bitstreams: 1 luceliacristinabrantmarizsa.pdf: 1098126 bytes, checksum: 3414ccdf6f88ad6882705131b24606db (MD5) Previous issue date: 2014-08-14 / A presente dissertação objetivou analisar as ações estratégicas dos gestores escolares frente ao absenteísmo docente, em duas escolas que atendem aos anos finais do ensino fundamental e ao ensino médio, no município de Janaúba (MG). Destaca-se, ao final do trabalho, o desenvolvimento de um Plano de Intervenção Educacional que compreende a produção de orientações para a gestão escolar e sugestões para o Sistema Estadual de Educação de Minas Gerais, tendo como foco a melhoria da atuação dos gestores escolares e, consequentemente, a redução do absenteísmo docente, com a prática de novas ações de condução do tema. O absenteísmo docente se tornou um objeto de estudo relevante por consistir em um problema frequente nas escolas, prejudicando o desempenho dos alunos, pela ruptura no processo de ensino e aprendizagem, e a organização da rotina escolar na educação básica. A escassez de literatura sobre o tema fez a pesquisa ainda mais relevante, já que os assuntos que envolvem o processo de ensino e aprendizagem devem ser discutidos e entendidos pelos atores do processo. Os referenciais teóricos utilizados para estudo foram Santos (2006), Gesqui (2008), Zanardi (2008; 2009), Tavares et al. (2010) e as legislações próprias do sistema de ensino. A metodologia utilizada assumiu uma abordagem qualitativa, fazendo uso da pesquisa documental para aquisição de dados oficiais e da realização de entrevistas semiestruturadas, com professores com maior e menor número de faltas, com os gestores (diretores e vice-diretores) e com a Superintendente Regional de Ensino. O período da pesquisa documental se concentrou entre os anos de 2010 a 2012, com entrevistas realizadas em 2013. A pesquisa mostrou que as estratégias adotadas pelos gestores em ambas as escolas, apesar de diferentes entre si, podem comprometer o processo de ensino e aprendizagem, o que nos levou à elaboração de um Plano de Intervenção Educacional, composto por medidas preventivas em relação às faltas docentes. / This dissertation aimed to analyze the strategic actions of school administrators against teachers absenteeism in two schools that meet the final years of basic school and high school in the city of Janaúba (MG). Stands out at the end of the work, the development of an Educational Intervention Plan that comprehend the production of guidelines for school administrators and suggestions for the state government of education of Minas Gerais, with a focus on improvement the performance of school administrators and thus reducing absenteeism of teachers, with practice of new actions leading theme. The teacher absenteeism became an object of study relevant because it consists of a frequent problem in schools, impairing the performance of students by the disruption in the teaching and learning process, and organization of the school day in basic education. The paucity of literature on the subject made even more relevant research, as the subjects involving the process of teaching and learning should be discussed and understood by actors in the process. The theoretical framework used for the study were Santos (2006), Gesqui (2008), Zanardi (2008; 2009), and Tavares et al. (2010) and the laws of the education system. The methodology uses was qualitative, using documentary research for acquire information of official datum and conducting semi-structured interviews with teachers with more and less number of absences, with administractors (directors and deputy directors) and the Regional Superintendent of Education. The period of documentary research concentrated between the years 2010-2012, with interviews conducted in 2013. The research showed that the strategies adopted by administrators school in both schools, although different, can harms the process of teaching and learning, which led us to the formulation of an Educational Intervention Plan, consisting of preventive measures in relation to teachers absenteeism.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-05-15T13:29:07Z No. of bitstreams: 1 maisadasilvacorocher.pdf: 1499164 bytes, checksum: fbdc88a2ff675beb52891e6360badfb3 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-05-22T15:15:07Z (GMT) No. of bitstreams: 1 maisadasilvacorocher.pdf: 1499164 bytes, checksum: fbdc88a2ff675beb52891e6360badfb3 (MD5) / Made available in DSpace on 2018-05-22T15:15:07Z (GMT). No. of bitstreams: 1 maisadasilvacorocher.pdf: 1499164 bytes, checksum: fbdc88a2ff675beb52891e6360badfb3 (MD5) Previous issue date: 2017-12-21 / A dissertação, desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAED/UFJF), aborda a temática do absenteísmo por adoecimento docente. Este estudo se justifica pelo elevado número de professores que buscam o Programa de Atendimento Psicossocial dos Servidores da Educação (PAPSE) do Estado do Amazonas, apresentando quadro de estresse, sinais de depressão e falta de ânimo para continuar exercendo a docência. A pesquisa objetiva compreender os desafios que envolvem a redução do absenteísmo docente por adoecimento na rede estadual de ensino do Amazonas e contribuir com ações efetivas, a partir do aprimoramento do PAPSE. Para atingir esse propósito, adotou-se a metodologia de base qualitativa, com uso de instrumentos como a entrevista semiestruturada com dois professores, dois técnicos do PAPSE, com o diretor do Departamento de Gestão de Pessoas e com a responsável pela Gerência de Promoção e Valorização do Servidor. Além disso, foi feita a análise documental de fichas de atendimentos, com laudos médicos de 2015 e 2016, dos servidores atendidos nesta gerência. A fundamentação teórica foi formada por autores como Holanda (1999); Chiavenato (2014); Gesqui (2008); Silva (2014); Vilela e Coelho (2006); Zaponi e Silva (2007); Strierd (2009); Gouvêa (2016); Ozólio et al. (2015), que abordaram o conceito, as causas e as consequências do absenteísmo. A partir da análise documental de 605 fichas de atendimentos, das quais 419 eram de professores e 186 dos demais cargos, apurou-se que 268 docentes se afastaram do trabalho por motivo de saúde, sendo que 49 dos laudos médicos apresentaram o Código Internacional de Doença (CID 10), Episódios Depressivos e Transtornos Ansiosos, identificados como F (F31, F32, F33, F41, F43, entre outros). Além disso, a análise dos dados, obtidos por meio das entrevistas com os professores envolvidos neste estudo, revelou a falta de condições de trabalho em sala de aula e a relação destas com o processo de adoecimento vivenciado por estes profissionais. Ademais, ela também apontou a dificuldade das escolas lidarem com o adoecimento docente por transtornos, além da necessidade de o PAPSE investir em ações preventivas e colaborativas. Nesse sentido, o Plano de Ação Educacional (PAE), que parte dos resultados da pesquisa em que se verificou as patologias que mais afetam os docentes, busca atender às necessidades das escolas, em relação à permanência desses professores em sala de aula em condições satisfatórias de saúde, por meio de ações integradas e na perspectiva do coletivo. São quatro ações propostas que serão realizadas no âmbito escolar pela equipe técnica do programa, a saber: a) Encontro com as Coordenadorias e gestores escolares; b) Formação de gestores; c) Fortalecimento de parcerias com os CAPS (Centro de Atenção Psicossocial), CERESTE (Centro de Referência da Saúde do Trabalhador) e demais instituições envolvidas com a saúde do trabalhador; e d) a Construção de um Plano de Ação que se configure como instrumento de apoio para aprimorar as ações do PAPSE na redução do absenteísmo por adoecimento docente. / The dissertation developed in the scope of the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAED / UFJF) addresses the issue of absenteeism due to teacher illness. This study is justified by the high number of teachers who seek the Program of Psychosocial Attendance of the Servants of Education (PAPSE) of the State of Amazonas, presenting a picture of stress, signs of depression and without the need to continue teaching. The aim of this research is to understand the challenges involved in reducing teacher absenteeism due to illness in the state education system of the Amazon and to contribute to effective actions based on the improvement of the PAPSE. To achieve this purpose, the qualitative methodology was adopted with the use of instruments such as the semi-structured interview with two teachers, two PAPSE technicians, the director of the Personnel Management Department and the person responsible for the Management of Promotion and Valorization of Server and the documentary analysis of records of attendance, with medical reports of 2015 and 2016, of the servers served in this management. The theoretical foundation was formed by authors like Holanda (1999); Chiavenato (2014); Gesqui (2008); Silva (2014); Vilela e Coelho (2006); Zaponi e Silva (2007); Strierd (2009); Gouvêa (2016); Ozólio et al. (2015) that addressed the concept, causes and consequences of absenteeism. From the documentary analysis of 605 records of attendance, of which 419 were teachers and 186 of the other positions, it was found that 268 teachers left work for health reasons, and 49 of the medical reports presented the International Code of Disease ( ICD 10), Depressive Episodes and Anxious Disorders, identified as F (F31, F32, F33, F41, F43 among others). As for the analysis of the data obtained through the interviews with the teachers involved in this study, they revealed the lack of working conditions in the classroom and their relation with the process of illness experienced by these professionals, besides pointing out the difficulty of the schools to deal with with the teacher sickness due to disorders, besides the need for the PAPSE to invest in preventive and collaborative actions. In this sense, the Educational Action Plan (PAE), which starts from the results of the research where the pathologies that most affect the teachers are verified, seeks to meet the needs of the schools in relation to the permanence of these teachers in the classroom in satisfactory conditions of health by means of integrated actions and in the perspective of the collective. There are four proposed actions that will be carried out at school by the technical team of the program, namely: Meeting with the Coordinators and school managers; Training of managers; Strengthening of partnerships with CAPS (Centro de Atenção Psicossocial), CERESTE (Reference Center for Worker's Health) and other institutions involved with worker's health; and the Construction of an Action Plan that is configured as a support tool to improve the actions of the PAPSE in reducing absenteeism due to illness.

The objective of this research study was to investigate teachers’ understanding and perceptions of teacher absenteeism. A sample of principals, deputy principals, HODs, teachers, support staff and union members from seven different schools in Middelburg in the Nkangala District of the Mpumalanga Department of Basic Education participated in the investigation. The study was motivated by the escalating teacher absenteeism being experienced within the Mpumalanga Department of Basic Education. The abuse of teacher leave, which takes the form of various leave privileges, is being accelerated primarily by the unacceptably high occurrence of unauthorised absence on the part of teachers at schools. These unauthorised absences includes arriving in class late and leaving class before time, late arrival and early departure from school, poor time management and poor monitoring of absenteeism by the SMTs at schools. The study adopted a qualitative research approach in the collection and analysis of the data with interviews and document analysis being used in order to collect the required data. The study utilises the conceptual lens of transactional stress model and occupational stress model in order to analyse the findings and identify the various stress factors that impact on teacher absenteeism in South Africa. It concludes that the causes of teacher absenteeism are being ascribed to the following: teachers are highly stressed by their own personal lack of financial management, family problems and their ever-increasing responsibilities and the curriculum changes being imposed on them. The primary value of this research investigation, therefore, lies in the belief that the study findings may help to shape the policies that direct the management of leave of absence in the department of education while simultaneously trying to uproot the perceptual misunderstandings about teacher absenteeism. It is essential that suitable policies be formulated to obviate the underlying causes of teacher absenteeism while identifying the stressors that promote teacher absenteeism and trying to provide solutions that will reduce the escalating absence of teachers at school. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Education Management and Policy Studies / unrestricted