Student Chronic Absenteeism and Perceptions of School Climate

• Main Author: Keller, Misty
• Format: Others
• Language: English
• Published: Digital Commons @ East Tennessee State University 2021
• Subjects: chronic absenteeism; school climate; engagement; environment; safety; Educational Leadership
• Online Access: https://dc.etsu.edu/etd/3947; https://dc.etsu.edu/cgi/viewcontent.cgi?article=5454&context=etd

The purpose of this quantitative study was to determine if there were significant differences in student chronic absenteeism between schools with high positive scores for perceptions of central components school climate and schools with low positive scores for perceptions of central components of school climate. This study assessed the difference in student chronic absenteeism among elementary schools rated high positive or low positive as well as among high schools rated high positive or low positive for perceptions of school engagement, school safety, and school environment. A series of chi square analyses were used to analyze data to determine if there were significant differences in student chronic absenteeism among schools with high positive ratings for central components of climate and schools with low positive ratings for central components of climate. The data that were analyzed included the number of students who were chronically absent, the number of students who were not chronically absent, and responses concerning perceptions of school climate provided by licensed school personnel on annual state-wide educator surveys administered by the Tennessee Department of Education. The results of the quantitative study revealed, that for both elementary and high schools, there was a significant difference in student chronic absenteeism between schools rated high positive and schools rated low positive for perceptions of school engagement. In addition, the results revealed, that for both elementary and high schools, there was a significant difference in student chronic absenteeism between schools rated high positive and schools rated low positive for perceptions of school 3 safety. Finally, the results revealed, that for both elementary and high schools, there was a significant difference in student chronic absenteeism between schools rated high positive and schools rated low positive for perceptions of school environment. In general, students who attended elementary or high schools rated high positive for perceptions of engagement, safety, and-or environment were significantly less likely to be chronically absent than students who attended elementary or high schools rated low positive for perceptions of engagement, safety, and-or environment.