The Impact of Chronic Teacher Absenteeism on Student Achievement

The purpose of this quantitative study was to analyze the predictors of teacher absences between the 2016-19 school years and the impact of teacher absences on student achievement scores at Derry Township School District (DTSD), a school district located in Hershey, Pennsylvania. The objectives of the study included: (a) an analysis of the predictors of teacher absenteeism, (b) examining the costs associated with teacher absenteeism, (c) analyzing the impact on student achievement, and (d) recommendations to reduce the frequency of teacher absences and the associated costs. The desired outcome of this action research project was to provide substantial recommendations to DTSD and other public school systems to meaningfully address the problems associated with teacher absenteeism. The results of the study indicated that more than 62% of teachers at DTSD were considered to be chronically absent. The cost associated with securing substitutes between the 2016-19 school years exceeded $2.1 million. In addition, the substitute fill rate in the district continued to decline. Although, the study determined that there were little to no significant differences between the achievement scores for students instructed by chronically absent teachers and those who were instructed by teachers who miss fewer than 10 days. The results of the study suggested that significant relationships between the number of teacher absences and student achievement scores did not exist. However, the demographic variables of age, gender, and years of experience were all determined to be significant predicators of teachers absences.