[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-602307-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-602307-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","gaining-a-better-understanding-of-teacher-absenteeism-how-structural-and-organizational-factors-impact-a-teachers-decision-to-be-absent-602307","Gaining a Better Understanding of Teacher Absenteeism - How Structural and Organizational Factors Impact a Teacher’s Decision to be Absent","","Chronic teacher absenteeism is examined as a growing educational and cost concern tied to student learning. Interviews with 21 elementary teachers across seven Michigan school districts capture experiences and perceptions of absenteeism decisions. Using interpretive lenses from employee absenteeism management research and teacher mental health and burnout scholarship, the study finds chronically absent teachers more often used paid time off for job-related mental health than for personal reasons. Teachers cite working conditions, support gaps, workload, and compensation dissatisfaction.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/gaining-a-better-understanding-of-teacher-absenteeism-how-structural-and-organizational-factors-impact-a-teachers-decision-to-be-absent-602307/602307/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/gaining-a-better-understanding-of-teacher-absenteeism-how-structural-and-organizational-factors-impact-a-teachers-decision-to-be-absent-602307/602307.png","ImageObject",300,407,{"name":42,"@type":43},"dawugda","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What problem does the study address regarding teacher absenteeism?","Question",{"text":63,"@type":64},"The study addresses chronic teacher absenteeism as a growing concern due to costs and its implications for student learning.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How did the study gather data from teachers?",{"text":68,"@type":64},"It interviewed 21 elementary teachers from seven different Michigan school districts about their experiences and perceptions of absenteeism.",{"name":70,"@type":61,"acceptedAnswer":71},"What factors were associated with teachers’ decisions to be absent?",{"text":72,"@type":64},"Participants cited job-related working conditions such as student behavior, large class sizes, accountability pressures, limited administrative and building support, lack of resources, increased workload, added duties, and dissatisfaction with compensation.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},602307,1792171375,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":55,"slug":125},"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":99},3985747870947,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","education policy analysis archives  \nA peer-reviewed, independent, open access, multilingual journal  \nArizona State University  \n\n| Volume 33 Number 38 | June 10, 2025 | ISSN 1068-2341 |\n| --- | --- | --- |\n\nGaining a Better Understanding of Teacher Absenteeism: How Structural and Organizational Factors Impact a Teacher’s Decision to be Absent  \nJacqueline A. Gardner  \nMichigan State University  \n&  \nA. Chris Torres  \nThe University of Michigan  \nUnited States  \nCitation: Gardner, J., A., & Torres, A. C. (2025). Gaining a better understanding of teacher absenteeism: How structural and organizational factors impact a teacher ’s decision to be absent.  \nEducation Policy Analysis Archives, 33(38). [https://doi.org/10.14507/epaa.33.8625](https://doi.org/10.14507/epaa.33.8625)  \n[Abstract:](Abstract: This study explores the reasons for chronic teacher absenteeism)[ This study explores the reasons for chronic teacher absenteeism](Abstract: This study explores the reasons for chronic teacher absenteeism), which is a growing concern due to the resulting expenses and implications on student learning. Twenty-one elementary teachers from seven different Michigan school districts were interviewed about their experiences with and perceptions of teacher absenteeism. Using interpretive lenses from the management literature on employee absenteeism and education literature on teacher mental health and burnout, chronically absent teachers in this study used paid time off for job-related mental health more often than for personal reasons compared to non-chronically absent teachers. Participants cited working conditions that often drive teacher turnover as common reasons for decisions to be absent such as student behaviors, large class sizes, accountability pressures, lack of building and administrative support, lack of resources, increased workload, performing additional duties above and beyond teaching, and compensation dissatisfaction. Teachers were largely unaware of district attendance and incentive policies. Some felt teacher  \npay was low and inconsistent with the stress of the job, using these views to justify taking more days off as part of their total compensation package. These findings suggest that structural and organizational factors can evoke feelings of teacher burnout and contribute significantly to chronic absenteeism for teachers in this study.  \nKeywords: teacher absenteeism; job stress; perceived organizational support; mental health; teacher burnout  \nComprender mejor el ausentismo docente: Cómo los factores estructurales y organizativos influyen en la decisión de ausentarse  \nResumen: Este estudio explora las razones del ausentismo crónico docente, una preocupacióncreciente debido a los costos asociados y sus implicaciones en el aprendizaje estudiantil. Seentrevistó a veintiún docentes de primaria de siete distritos escolares diferentes en Michigan sobre sus experiencias y percepciones del ausentismo docente. Utilizando marcos interpretativos de la literatura en gestión sobre ausentismo laboral y de la literatura educativa sobre salud mental y agotamiento docente, se encontró que los docentes crónicamente ausentes utilizaron el tiempo libre remunerado con mayor frecuencia por razones de salud mental relacionadas con el trabajo que por motivos personales, en comparación con los docentes no crónicamente ausentes. Los participantes mencionaron condiciones laborales que suelen impulsar la rotación docente como razones comunes para ausentarse: comportamiento de los estudiantes, tamaño excesivo de las clases, presiones por rendición de cuentas, falta de apoyo administrativo y en el edificio, falta de recursos, aumento de la carga laboral, realización de tareas adicionales fuera de la enseñanza y descontento con la compensación. En general, los docentes desconocían las políticas distritales de asistencia e incentivos. Algunos consideraban que el salario docente era bajo e incoherente con el nivel de estrés del trabajo, justifican","cbCaibDkizJvGXxJ","https://ap.wps.com/l/cbCaibDkizJvGXxJ","pdf",417883,24,"English","# Abstract\n## Study purpose\n## Methods and participants\n## Key findings\n## Implications","[{\"question\":\"What problem does the study address regarding teacher absenteeism?\",\"answer\":\"The study addresses chronic teacher absenteeism as a growing concern due to costs and its implications for student learning.\"},{\"question\":\"How did the study gather data from teachers?\",\"answer\":\"It interviewed 21 elementary teachers from seven different Michigan school districts about their experiences and perceptions of absenteeism.\"},{\"question\":\"What factors were associated with teachers’ decisions to be absent?\",\"answer\":\"Participants cited job-related working conditions such as student behavior, large class sizes, accountability pressures, limited administrative and building support, lack of resources, increased workload, added duties, and dissatisfaction with compensation.\"}]","Gaining a Better Understanding of Teacher Absenteeism - How Structural and Organizational Factors Impact a Teacher’s Decision to be Absent | PDF",1792094444]