Absenteeism is one of the major problems that teachers face in their advisory class. Students in the classrooms with incomplete attendance may develop a truant behavior that negatively affects their performance in academic-related activities. That is why it is important to identify the factors that contribute to chronic absenteeism and find ways to address them to promote the well-being of the learners as well as help them get all the possible learning they could attain.

The study sought to find out how chronic absenteeism arises in the Aromar District of Caloocan City and up to what extent do family factor, teacher factor, health factor and school factor contribute to chronic absenteeism. The findings will be used as basis for a proposed intervention plan in order to address the problem.

The researcher utilized survey-checklist to find out the extent of Chronic Absenteeism in the selected schools in the Aromar District. The pupils, parents and teachers took part in assessing the extent of the problem in their respective schools.

The study had ninety (90) respondents which were comprised of thirty (30) pupils, thirty (30) parents and thirty (30) teachers from Kasarinlan Elementary School, Lerma Elementary School, Sampalukan Elementary School, respectively. Only Grade four (4) pupils with twenty (20) absences were selected along with their parents. On the other hand, teachers were randomly selected.

Descriptive research design was utilized since the study required the use of a survey questionnaire in order to gather usable data on the extent of Chronic Absenteeism.

Findings of the study have shown that in terms of the extent of family factors that contribute to chronic absenteeism as assessed by the three groups of respondents; both the teachers and pupils have an overall verbal interpretation of Sometimes, while parents have their verbal overall interpretation as Rarely. In terms of health factor, both pupils and parents have an overall verbal interpretation as Never, while teachers have an overall verbal interpretation as Rarely. In terms of teacher factor, both pupils and teachers have an overall verbal interpretation of Rarely, while for the parents they have an overall verbal interpretation of Never. And lastly, in terms of school factor, both pupils and teachers gave an overall verbal interpretation of Rarely, while parents gave an overall verbal interpretation of Never.

As to the differences in the response of the three (3) groups of respondents in the aforementioned factors, both family and health factors had a significant difference. On the other hand, teacher and school factor were viewed similarly by the three (3) groups of respondents. The problems encountered by the respondents in terms of Chronic Absenteeism were ranked as follows: a.) Financial issues; b.) Family problems; c.) Adaptation to school; d.) Parents' view of education; and, e.) Lack of personal interest.