Influence of adverse childhood experiences and protective and compensatory experiences on teacher absenteeism

Teacher absenteeism continues to present a significant challenge for school leaders and policymakers, particularly in educational settings that serve high-need student populations. This study aimed to examine how adverse childhood experiences (ACEs), protective and compensatory experiences (PACEs), and resilience might influence patterns of teacher absenteeism in a public school district that serves economically disadvantaged communities. This research was grounded in Bolman and Deal’s four-frame model of organizational leadership as a multidimensional lens for analyzing complex issues within school systems. A quantitative case study design was employed using a structured survey instrument distributed to teachers within the district. The survey gathered self-reported data from 340 teachers on exposure to ACEs, the presence of resilience-building experiences of PACEs, current levels of teacher resilience, and reported frequencies of professional absences. To strengthen the validity of the findings and reduce limitations associated with self-report bias, I incorporated archival absenteeism records provided by the district’s administrative database. This cross-verification allowed for a more accurate depiction of actual attendance patterns and increased the reliability of the analysis. Descriptive statistics were used to summarize the central tendencies within the data, and nonparametric correlational analyses were conducted to explore the relationships between variables measuring ACE, PACE, and resilience and teachers’ self-reported absenteeism. The results demonstrated statistically significant associations between higher ACE scores and increased absenteeism. In contrast, higher PACE scores were positively associated with greater resilience and lower reported absence rates. These findings suggest that a comprehensive understanding of teacher absenteeism requires attention not only to institutional or organizational factors but also to the developmental experiences that educators carry with them. The findings emphasize the importance of trauma-informed leadership approaches and the implementation of staff support systems that are both preventative and responsive in nature. The recommendations and implications might ultimately contribute to improved teacher retention and sustained engagement in classrooms that serve the most vulnerable student populations.

Name thesis:degree_name

Doctor of Education

Discipline thesis:degree_discipline

Educational Leadership and Policy

Grantor

The University of Texas at Austin

Year dc:date.issued

2025

Author dc:creator

• Nguyen, Tien Tri

Advisor dc:contributor.advisor

• Childs, Joshua

Committee members dc:contributor.committeemember

• Dr. Sylvia Reyna
• Dr. Debra Cantu
• Dr. Amanda Subjinski

• Urban education
• Quantitative case study
• Protective and compensatory experiences (PACEs)
• Adverse childhood experiences (ACEs)
• Bolman and Deal's four-frame model
• K–12 education
• Teacher resilience
• Trauma-informed leadership

Language dc:language.iso

English

Identifier URI

https://doi.org/10.26153/tsw/62810

OAI identifier oai:identifier

oai:repositories.lib.utexas.edu:2152/135490