Determinants of Student Absenteeism/Presenteeism in Qatar: A Path Analysis

Abstract

The current study sought to investigate the perceptions of school teachers regarding student absenteeism and presenteeism in the State of Qatar. Drawing on the existing relevant literature in the field and based on a survey research method, the study was carried out during the first term (Fall semester) in 2015. The study involved preparatory (middle) and secondary (high) school teachers at both public (Independent) and private (International) schools in Qatar. To attain this goal, a causal model was used to examine the causes that shape teachers’ perceptions of absenteeism and presenteeism. The data required for the present research was collected from a sample of 495 teachers at Independent and International schools. Based on factor analysis, the findings concluded from the study indicated that seven valid dimensions were extracted. In addition, three determinant factors that influence the perceptions of preparatory and secondary school teachers with regard to students’ absentee and presentee behaviours were identified. These factors are: (a) reviewing curriculum content, (b) the teaching load, and (c) the expected rate of student graduations. The study concludes by offering some important recommendations for education practitioners and policy makers as well as some useful suggestions for future research and practice.