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Substitute teachers: Their role in the educational and social context of the elementary school
Abstract
The purpose of this study was to describe the role of the substitute teacher in the social and instructional context of the elementary school as perceived by the classroom teacher, the school administrator, and the substitute teacher through the use of qualitative case study techniques. The teaching behaviors of five substitute teachers as they interacted in the classroom and social environment of the elementary school in two communities located in south central Nebraska were investigated during the first phase of the study. The second phase involved interviewing twelve additional substitute teachers, twenty-two classroom teachers and six principals focusing on the perceived role of substitute teachers, how they interact in the school environment, and the resources, support materials and services needed by substitute teachers. Conclusions from the data suggest that substitute teachers fail to have status within the school district. They are more vulnerable than classroom teachers, often becoming victims of lesson plans, children with learning and behavior problems, and unclear expectations. Employment is uncertain, salaries and benefits are inadequate, and the majority of substitute teachers in the elementary schools in this study were seeking full-time employment. Those substitutes who were most successful were businesslike, attentive, flexible, followed classroom routines and lesson plans, and had a sense of humor. They tended to teach straight-forward lessons with few frills. Teachers were generally friendly with substitutes especially if they were known and considered a "good" substitute. The principal's input varied widely and was typically brief. Although trust must be earned over time, observations suggested that where the substitute was responsive, positive, and persistent, children adapted within a short period of time. Areas of concern emerging from the study were instruction, discipline, communications, socialization, policies/procedures, evaluation, lesson plans, indoctrination/in-service and support services/resources. Clear communication on the parts of the classroom teacher and the substitute was the critical link affecting the perceived success of the substitute.
Subject Area
School administration|Elementary education
Recommended Citation
Haverly, Kathleen Marjorie, "Substitute teachers: Their role in the educational and social context of the elementary school" (1994). ETD collection for University of Nebraska-Lincoln. AAI9513714.
https://digitalcommons.unl.edu/dissertations/AAI9513714