{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1319"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1319","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"Best Practices Employed by Georgia High School Administrators to Reduce Student Tardiness","abstract":"The problem of student tardiness was reported by principals over the past two decades as being one of the major problems facing 21st century high schools. This study employed a mixed methods approach and utilized one Georgia school district's student tardiness data for one school year to investigate the extent of tardiness across the district including factors, such as school size, school location, minority enrollment, socioeconomic status, and gender. The qualitative portion of this study utilized interviews to gain stakeholder's descriptions of conditions that contributed to tardiness and their views of what strategies and practices were most effective at reducing tardiness. The major results of this study found student tardiness to be a continuing problem in 21st century high schools. Major causes of tardiness were categorized as student issues, such as socializing and defiance; school factors, such as overcrowding, bathroom breaks, and locker problems; and personnel factors, such as teacher inconsistency and lack of administrative and teacher presence in the halls. All of the stakeholder respondents considered the best ways to reduce student tardiness were by the consistent issuing of consequences, such as after school detention, in school suspension, out of school suspension, and Saturday school detention.","abstract_html":"The problem of student tardiness was reported by principals over the past two decades as being one of the major problems facing 21st century high schools. This study employed a mixed methods approach and utilized one Georgia school district's student tardiness data for one school year to investigate the extent of tardiness across the district including factors, such as school size, school location, minority enrollment, socioeconomic status, and gender. The qualitative portion of this study utilized interviews to gain stakeholder's descriptions of conditions that contributed to tardiness and their views of what strategies and practices were most effective at reducing tardiness. The major results of this study found student tardiness to be a continuing problem in 21st century high schools. Major causes of tardiness were categorized as student issues, such as socializing and defiance; school factors, such as overcrowding, bathroom breaks, and locker problems; and personnel factors, such as teacher inconsistency and lack of administrative and teacher presence in the halls. All of the stakeholder respondents considered the best ways to reduce student tardiness were by the consistent issuing of consequences, such as after school detention, in school suspension, out of school suspension, and Saturday school detention.","abstract_has_math":false,"creators":["Moore, Jason Scott"],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Barbara Mallory","Linda Arthur","Sam Hardy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-05-01T07:00:00Z","date_published":"2010-05-01T07:00:00Z","updated_at":"2026-07-24T02:26:46Z","subjects":["ETD","Student tardiness","Punctuality"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/319","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Barbara Mallory","Linda Arthur","Sam Hardy"]},{"key":"dc:creator","label":"Author","values":["Moore, Jason Scott"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-10-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Education Administration (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Student tardiness","Punctuality"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/319"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The problem of student tardiness was reported by principals over the past two decades as being one of the major problems facing 21st century high schools. This study employed a mixed methods approach and utilized one Georgia school district's student tardiness data for one school year to investigate the extent of tardiness across the district including factors, such as school size, school location, minority enrollment, socioeconomic status, and gender. The qualitative portion of this study utilized interviews to gain stakeholder's descriptions of conditions that contributed to tardiness and their views of what strategies and practices were most effective at reducing tardiness. The major results of this study found student tardiness to be a continuing problem in 21st century high schools. Major causes of tardiness were categorized as student issues, such as socializing and defiance; school factors, such as overcrowding, bathroom breaks, and locker problems; and personnel factors, such as teacher inconsistency and lack of administrative and teacher presence in the halls. All of the stakeholder respondents considered the best ways to reduce student tardiness were by the consistent issuing of consequences, such as after school detention, in school suspension, out of school suspension, and Saturday school detention."]},{"key":"dc:title","label":"Title","values":["Best Practices Employed by Georgia High School Administrators to Reduce Student Tardiness"]}]}],"canonical_facts":{"dc:contributor":["Barbara Mallory","Linda Arthur","Sam Hardy"],"dc:creator":["Moore, Jason Scott"],"dc:date.available":["2013-10-17T07:00:00Z"],"dc:description.abstract":["The problem of student tardiness was reported by principals over the past two decades as being one of the major problems facing 21st century high schools. This study employed a mixed methods approach and utilized one Georgia school district's student tardiness data for one school year to investigate the extent of tardiness across the district including factors, such as school size, school location, minority enrollment, socioeconomic status, and gender. The qualitative portion of this study utilized interviews to gain stakeholder's descriptions of conditions that contributed to tardiness and their views of what strategies and practices were most effective at reducing tardiness. The major results of this study found student tardiness to be a continuing problem in 21st century high schools. Major causes of tardiness were categorized as student issues, such as socializing and defiance; school factors, such as overcrowding, bathroom breaks, and locker problems; and personnel factors, such as teacher inconsistency and lack of administrative and teacher presence in the halls. All of the stakeholder respondents considered the best ways to reduce student tardiness were by the consistent issuing of consequences, such as after school detention, in school suspension, out of school suspension, and Saturday school detention."],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/319"],"dc:subject":["ETD","Student tardiness","Punctuality"],"dc:title":["Best Practices Employed by Georgia High School Administrators to Reduce Student Tardiness"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:26:46Z"}