Michael Gottfried links rising absenteeism to declining teacher satisfaction

Michael Gottfried, a professor in Policy, Organizations, Leadership, and Systems Division at Penn GSE, co-authored a study in Education Researcher showing that as student absenteeism increases, teacher morale steadily declines. He noted, “The core of being a teacher is instruction and helping kids grow and develop. Absenteeism pulls teachers away from that core purpose.” This study, which focused on kindergarten teachers, found that higher absenteeism led to lower satisfaction, reduced feelings of usefulness, and diminished belief in the teaching profession.

Gottfried’s research also highlights how absenteeism erodes teacher–student relationships. In prior studies, he found that teachers often perceive chronically absent students as socially withdrawn and underperforming, even when objective measures show these students performing normally. This strained relationship further impacts teachers’ sense of efficacy and connection to their work.

The study underscores that the effects of absenteeism are cumulative, with each missed day contributing to what Gottfried calls growing classroom “chaos.” Teachers maintain instructional practices but experience declining morale and satisfaction, reinforcing the need to address absenteeism not only for students’ academic growth but also for teacher well-being.

Read more at Education Week.