Impact of Teacher Absenteeism on Academic and Engagement Outcomes of Middle and High School Students

Abstract

Teacher absenteeism continues to pose a major challenge to academic continuity, student engagement, and instructional quality, particularly in middle and high school settings. This action research study investigates the magnitude and impact of teacher absenteeism on student learning outcomes across Grades VI–X. The study integrates quantitative survey data from students (n = [add number]) and attendance records of teachers over a term. Multiple linear regression, descriptive statistics, and correlation analyses were employed to identify the predictive relationship between absenteeism and academic performance, engagement, attendance, and perceived classroom disruption. Findings reveal that frequent teacher absenteeism significantly reduces student performance, lowers engagement levels, increases learning anxiety, and contributes to syllabus backlog. Students reported inadequate conceptual clarity, poor exam preparedness, and frustration due to inconsistent teaching. The research highlights that absenteeism affects vulnerable groups—firstgeneration learners, rural students, board exam aspirants—more severely. The study concludes by proposing a structured monitoring system, trained substitute teacher pool, and blended-learning model to minimize absenteeism-related learning gaps.