Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.806057
Title: Teacher absenteeism and the perceived reasons for its effect on student achievement in three Barbadian secondary schools
Author: Lewis, Wendy Sharon
Awarding Body: Durham University
Current Institution: Durham University
Date of Award: 2020
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Abstract:
This thesis investigated the reasons for teacher absences, and how it has impacted on student achievement in the core subjects at three suburban secondary schools in Barbados using a cross-sectional survey research design which included teachers and students. The study focuses on four research questions: Which reasons do teachers give that contribute most to their being absent from work at three Barbadian Secondary Schools? Are there significant differences in the reasons for absenteeism based on specific teacher characteristics? What are students’ perceptions of teachers’ absenteeism at three Barbadian Secondary Schools? Do teacher absences impact upon student achievement in the core subjects at three Barbadian Secondary Schools? Does the relationship between teacher absenteeism and student achievement differ between teachers with diverse characteristics at three Barbadian Secondary Schools? Data were collected on self-reported paper and pencil questionnaires, teacher absence data and student test scores. There were forty-five closed and one open-ended question on the teacher questionnaire, and twenty-five closed and one open-ended question on the student questionnaire. Open responses by teachers revealed that absences were mainly due to personal circumstantial factors. Students however, believed that their teachers were absent because they did not want to work. Correlation analysis determined that a moderate negative, linear relationship exists between teacher absence and student averages in English, Integrated Science and Spanish at Schools A and C. A moderate, negative relationship also existed between teacher absences and student averages in Social Studies at School A, but a strong positive relationship at School C. A weak negative relationship was discovered for Math at School C, with a moderate relationship at School A. All correlations were statistically significant. These negative statistically significant relationships support previous research by (Brown and Arnell 2012; Bruno, 2002; Obeng-Denteh, Yeboah, Sam, & Monkah, 2011; Scott, Vaughn, Wolfe, & Wyant, 2007; Speas, 2010) and other researchers who also discovered similar relationships. Multivariate regression analysis ascertained that total teacher absence in the core subjects of Integrated Science, Math, Social Studies and Spanish negatively impacted student averages. These findings suggest that the more absent days taken by the teacher in the core subjects, the lower their students’ averages will be. Conversely, teacher absences had a significant positive effect on student averages for English. This finding was not expected and indicates that there are other variables besides teacher absence which contribute to low student achievement.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.806057  DOI: Not available
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