Students that consistently have access to high-quality teachers and teaching strategies experience higher degrees of success (Frieberg, 2013). In the absence of high-quality, professional classroom teacher, students may not succeed at the rate they would otherwise. The purpose of this study was to determine the relationship between classroom teacher attendance and student success. Student success factors (attendance, behavior, and achievement) were examined in connection with classroom teacher attendance. The study included students in grades Kindergarten through Fifth grade who attended Kindergarten through Fifth grade buildings in a Midwestern school district. The literature reviewed for this study reiterated the importance of the classroom teacher. Data collected and analyzed revealed no strong correlation between classroom teacher attendance and student success.
Correlation provides insight into the behavior of a pair of variables (i.e. classroom teacher attendance and student success). The statistical test is not an adequate method to assess a predictive model. Regression analysis led to the discovery of a statistically significant dependent relationship between classroom teacher attendance and student success. Therefore, a strong predictive model for student success based on classroom teacher attendance resulted from the study.
|Commitee:||St. John, Amy, Cooper, Dennis|
|School Location:||United States -- Missouri|
|Source:||DAI-A 82/7(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Elementary education|
|Keywords:||Classroom attendance, Student success|
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