This paper builds upon the theoretical framework developed by Zahra and George (2002) to empirically explore, first, the moderator effect of principals' inspirational vision content as a social mechanism that reduces the gap between potential absorptive capacity (PACAP; the ability to acquire and assimilate external knowledge) and realized absorptive capacity (RACAP; the ability to transform and exploit this external knowledge to school processes); and second, the relationship between RACAP and long-term school outcomes (teachers' absenteeism 1 year later). Based on a sample of 600 teachers from 100 elementary schools in Israel, results showed that the relationship between PACAP and RACAP is not conditioned by principals' inspirational vision content. The latter and PACAP predicted RACAP separately. Further, RACAP was negatively correlated with teacher absenteeism. This study provides a deeper understanding of the ACAP model in the school context and opens new avenues to exploring the social integration mechanism between PACAP and RACAP. It also adds a new construct to predict teacher absenteeism over the long term.