This qualitative phenomenological research sheds light on educational leaders' views on laws about chronic teachers' absenteeism. Chronic teacher absenteeism remains a significant issue in public schools in America. Twenty-nine percent of public school teachers are chronically absent in their classrooms each year. That phenomenon culminates in academic deficits for students with financial implications for school districts and governments. Research has shown that students learn and perform better in standardized tests with the uninterrupted presence of their classroom teachers. The cost of paying chronically absent teachers and substitutes to cover their classes while off and the administrative cost rise to an estimated 29 billion dollars annually. A qualitative methodology and phenomenological design guided this research about chronic teachers' absenteeism and its findings. Structured interviews with 12 school administrators implied that when classroom teachers are satisfied with the work, they are more inclined to be in their classroom with their students and take fewer days off. The study recommends innovative approaches to reverse the implication of chronic teachers' absenteeism in classrooms by establishing a STEM contingency group and providing a more attractive pay package and an accepting working environment to classroom teachers. STEM contingency consists of science, technology, English language, and mathematics certified educators embedded in the school district, ready to service schools when the phenomenon occurs. Teachers believe they are under-compensated for their positions, and this research equally finds that school administrators believe that more can be done to compensate them better. This research also uncovers that classroom teachers and administrators hold similar views that a more friendly and supportive environment is critical to classroom retention. By reflecting on their experiences of chronic absenteeism within their schools, research participants explained how those findings are critical to students' success and classroom teachers' eagerness to be with their students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]