Substitute Teacher Research
by STEDI.org
Survey Date Size/Scope
Substitute Teacher Survey 09 04/09 N = 2,500 Substitutes Nationwide
SubManager/Superintendent 02/09 N= 216 Districts Nationwide
SubManager/Superintendent 09-10 06/09 N= 250 Districts Nationwide
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Substitute Teacher Survey 09:
2
Substitute Teacher Survey 09:
3
Substitute Teacher Survey 09:
4
Substitute Teacher Survey 09:
Agreement with . . .:
The longer the individual has been a substitute teacher, the less they agree with
the following statements:
“I feel the district places a high priority on substitute teachers”,
“I feel welcomed and appreciated while substituting at most schools”,
“I feel that I have access to adequate resources to complete
my educational tasks”,
“I feel safe at school sites”, and
“I feel that school personnel support me throughout the day”.
5
Substitute Teacher Survey 09:
6
Substitute Teacher Survey 09:
Future Goal:
Those individuals who indicated their future goal was to find a permanent teaching
job ranked their concern about getting enough teaching assignments as
significantly greater than those who indicated their future goal was to continue
substitute teaching. A4 Q18a
Those who indicated their future employment goal was to continue substitute
teaching ranked pay as a greater reason that they substitute teach than those
who future employment goal was to find a permanent teaching job. Also, those
that indicated their future goal was to find a permanent teaching job ranked pay
as a lesser reason they substitute teach than those who indicated their future goal
was to find a job other than a teacher in education or find a job outside of
education. ST > PT > ALL
7
Substitute Teacher Survey 09:
Age:
There is a significant relationship between the age of the substitute teacher and
their ranking of the reasons why they substitute teach.
Specifically, the older the substitute teacher, the greater they rank pay, interaction
with students, interaction with professional staff, and the flexibility of work hours as
a reason to substitute teach.
Conversely, the older the substitute teacher, the lower they rank the opportunity to
continue learning, advancement of their professional career, and involvement at
their child’s school as a reason to substitute teach.
Age (Up) – Interaction Student/Staff (Up), Pay (up), Flexibility (up),
Cont Learning (down), Child (down).
8
Substitute Teacher Survey 09:
Reasons Why Substitute Teach (Interaction with professional staff):
Those who indicated their future employment goal was to continue substitute
teaching ranked interaction with professional staff as significantly greater than
those who indicated their future goal was to find a job outside education.
ST > all others
Those who indicated their future employment goal was to continue substitute
teaching ranked interaction with students as a reason to substitute teach greater
than those who indicated their future employment goal was to find a permanent
teaching job, find a job other than a teacher in education, or find a job outside
education.
ST > all others
9
Substitute Teacher Survey 09:
10
Substitute Teacher Survey 09:
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Substitute Teacher Survey 09:
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Substitute Teacher Survey 09:
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Substitute Teacher Survey 09:
Ability Classroom Management:
There is a significant difference between the type of district and their rating of their
ability at classroom management. Those in urban districts rated their ability at
classroom management as significantly lower than suburban districts.
Those individuals who participated in an initial skills training course rated their
ability in the area of classroom management as significantly lower than those who
did not participate in this training. On the other hand, those individuals who
indicated that they participated in a refresher training course rated their ability in
the area of classroom management as significantly higher than those who did not
participate in this form of training. 14SubSkills 12A; 14Refresh 12A
14
Substitute Teacher Survey 09:
Concern about Student Behavior:
There was a significant positive relationship between the number of years they
worked as a substitute teacher and their ranking of their concern about student
behavior (the longer they have worked as a substitute teacher, the greater they
ranked their concern about student behavior). Q3 -18A
Those teachers who indicated that they had participated in a refresher (annual
professional development course for substitutes) ranked their concern about
student behavior as significantly lower compared to those individuals who did not
participate in this type of training. Q14 Refresher Q18A
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Substitute Teacher Survey 09:
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Substitute Teacher Survey 09: All Respondents
1
2
3
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The Economy and Substitute Teaching:
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The Economy and Substitute Teaching:
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The Economy and Substitute Teaching:
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The Economy and Substitute Teaching
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The Economy and Substitute Teaching:
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The Economy and Substitute Teaching:
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The Economy and Substitute Teaching:
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The Economy and Substitute Teaching:
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The Economy and Substitute Teaching:
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The Economy and Substitute Teaching:
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The Economy and Substitute Teaching:
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The Economy and Substitute Teaching:
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Substitute Teacher Survey 09:
District Solutions to the Budget Crisis:
Due to the budget restraints, teachers are no longer allowed to get half day subs if
they leave in the middle of the day. Staff has to cover in house if someone goes
home sick. We also have some teachers that are no longer allowed to get subs for
their classrooms and no teacher aides are allowed to get subs for their positions
anymore unless they are in an FMD or Autism setting.
Kentucky
Rural
5,000 - 10,000
30
Substitute Teacher Survey 09:
District Solutions to the Budget Crisis:
Last semester we saved over $390,000 using few subs. The first teacher absent
from elementary, the first two from jr.high and the first three from high school were
covered by other teachers without compensation. Non-student professional days
were covered by certified non-teaching personnel from curriculum. Professional
leave was sharply curtailed.
Arizona
Suburban
More than 40,000
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Substitute Teacher Survey 09:
District Solutions to the Budget Crisis:
We are getting a large amount of applications from people from all walks of life.
Due to this, we are requiring all new substitute teacher to take the USU Sub
Training and pass the assessment with an 85% or higher prior to working as a
substitute. This is in addition to the mandatory training that we provide.
Utah
Rural
Under 5,000
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