DECONSTRUCTING RELATIONSHIP BETWEEN TEACHER SELF-CONFIDENCE, EMOTIONAL EQUILIBRIUM, SOCIETAL PRESSURES, AND RESILIENCE STRATEGIES IN TEACHING MATHEMATICS: A PATH ANALYSIS

CLARA M. MARTIN, DR. ELDON S. AQUINO

Abstract


Chronic absenteeism remains a persistent and underexplored problem in basic education, with limited research addressing its multidimensional causes from both qualitative and quantitative perspectives. This study aimed to construct and validate a comprehensive model identifying factors contributing to chronic absenteeism among elementary students. AN Exploratory Sequential Design was employed, beginning with in-depth interviews and focus group discussions with teachers to capture lived experiences and recurring themes. The qualitative phase produced eleven themes, including empathy shaped by experience, the need for inclusive policy and leadership support, and collaboration among school, family, and community. The subsequent quantitative phase utilized a 100-item questionnaire analyzed through exploratory factor analysis (EFA). Results revealed six key dimensions: Teacher Cognition Dynamics, Community Cultural Determinants, Socioeconomic and Environmental Constraints, Institutional Support Deficiency, Academic Disengagement and Low Motivation, and Weak Monitoring and Intervention Systems. The overall reliability of the final 83-item instrument was high (α = 0.971), confirming its internal consistency and construct validity. Findings underscore the importance of holistic interventions that combine teacher reflection, policy alignment, community collaboration, and institutional accountability. The developed model provides an empirical and conceptual framework for guiding attendance improvement programs, policy formulation, and future research on educational participation and engagement.

Keywords


Chronic absenteeism, exploratory factor analysis, teacher cognition dynamics, educational intervention, school-community collaboration

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DOI: http://dx.doi.org/10.65010/seairj.v7i3.287

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