Date

8-6-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Holly Eimer

Keywords

chronic absenteeism, absenteeism, truancy, high school student absenteeism, rural student absenteeism, teacher perspectives on absenteeism, attendance, attendance issues, compulsory school attendance

Disciplines

Educational Leadership

Abstract

The purpose of this phenomenological study was to understand educators’ experiences and the influences chronic absenteeism has on low-income rural high school students in Southwest Virginia. The theory guiding this study was Bandura’s social cognition theory on learning, which develops through interaction and modeling. The central research question was, “How do teachers describe their experiences with chronic student absenteeism in rural high schools in Southwest Virginia?” A hermeneutic phenomenological design was used, and the researcher focused on 10 educators from rural high schools in southwest Virginia who had experienced student chronic absenteeism and/or truancy. Data for this study was collected by conducting interviews, focus group discussions, and journal prompts written by the participants. The participant interviews and focus groups were conducted via Zoom at their convenience. Data analysis was completed through manual color coding of thematic findings. Results yielded insights into the lived experiences of educators with students’ exhibiting chronic absenteeism and the feelings and influences affecting attendance issues, including the emphasis on the value of education, self-perceptions, and mental health, including family dynamics and responsibilities. This study highlights the underlying influences on chronic absenteeism for students in rural Southwest Virginia and can guide future policies to effectively support students.

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