Absenteeism and COVID-19: A mixed-methods case study of a New England school district with one-to-one device distribution

This mixed-methods case study aimed to explore absenteeism and attendance expectations in Caufield, a pseudonym for a New England school district that facilitated an overnight one-to-one technology distribution in response to COVID-19. The sample consisted of one middle school in a four-school district in Connecticut. This research study sought to understand attendance expectations and the access and use of technology in response to COVID-19. In addition, the study explored limitations to online learning due to the absenteeism of teachers and students. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Answering the call: A mixed methods case study of substitute teachers' work motivation in a Central Texas school district

The purpose of this mixed methods case study was to examine the disproportionate distribution of substitute teacher coverage in a case study district and learn why substitute teaching jobs may be filled in some schools more than others. Utilizing an explanatory sequential design, the researcher aimed to determine why the variance in substitute teacher fill rates existed.By converging data trends and qualitative feedback, the researcher sought to better understand the motivation of substitute teachers and the impact their job selections have on school stakeholders. The findings from this study will support school systems in decreasing the variance in substitute teacher fill rates between individual schools. This will minimize inconsistencies that currently exist in students' access to substitute teachers, lessen disruptions to campus operations, and provide more continuity in instruction for students. The nuances surrounding substitute teaching were explored in this study, providing insights on how to improve the substitute teaching experience for the employees, students, and school community. As a result of the public-school challenges created by the COVID-19 pandemic, the demand for substitute teachers has increased and the supply has decreased. The motivation of substitute teachers willing to serve in schools is critical to explore so that administrators can be responsive to the findings and motivate substitute teachers to accept jobs in every school. (PsycInfo Database Record (c) 2022 APA, all rights reserved)