Authors : R. Jayagowri; Dr. D. P. Sivasakti Balan; R. J. Thayumanaswamy

Volume/Issue : Volume 11 - 2026, Issue 8 - August

Google Scholar : https://tinyurl.com/yd26fw2v

DOI : https://doi.org/10.38124/ijisrt/26aug1403

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

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.

Keywords : Teacher Absenteeism, Student Engagement, Learning Outcomes, Middle School Education, High School Education, Academic Achievement, Action Research.

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