Running head: SUBSTITUTE CHALLENGES WITHIN THE CLASSROOM

What are the Challenges that Impact Substitute Teachers Experiences within the Classroom?
Marcia K. Concotelli
Pepperdine University

SUBSTITUTE CHALLENGES WITHIN THE CLASSROOM

Introduction
During my second semester of student teaching, my Cohort was not placed within
classrooms due to timeframes and logistics. I took it upon myself to earn my substitute teacher
credential so I would be able to continue the in-classroom education while attending my graduate
courses. This substitute teaching experience was invaluable; I highly suggest every teacher take
a portion of time within her/his career in order to fully understand the substitute teachers
experience. I not only learned about new schools, administrations, and fellow teachers, I also
learned how other schools administer substitute teacher policies.
Within one of my first substitute teaching placements, I was assigned a school I never
before visited. As I walked in and introduced myself, the staff gave me one classroom key and a
student roster. I asked if there were any other documents I should have since other elementary
schools had a very robust substitute folder filled with policies, procedures, and frequently
utilized information. The staff member stated this is what they give all substitutes and proceeded
to point me in the direction of the classroom (there was no school map) and wished me luck. The
day was not as pleasant as other assignments due to the lack of information and communication
with fellow teachers. Luckily, the classroom I was assigned had a teachers aide and she assisted
through many topics and transitions including school bell schedule, procedures, classroom rules,
etc. At the end of the day I walked out with the students, locked up the room, and walked to the
administration office. I handed in the classroom key and roster and asked if there was anything
else I needed to do before I left. The staff member stated I did all that was required, she thanked
me for the day, and bid me farewell. This was certainly a new experience for me, creating a
productive teaching day with very few necessary tools provided by the in-service teacher and
administration.

SUBSTITUTE CHALLENGES WITHIN THE CLASSROOM

The following day I received a call from the previous assignment vice principal. He
informed me that I did not follow school guidelines by making sure all students found a guardian
at the end of the day. When I locked the room and left, the students dispersed just as the other
classes around me; I did not know there were proper procedures for this particular class. I
apologized for the discrepancy and suggested to the vice principal that the school may take an
interest in creating policy and procedure documents to accompany the student roster and key;
these documents may assist another substitute teacher in the future and may stop this unfortunate
and unnecessary issue from occurring again. The vice principal did not appreciate my
suggestion; however, I learned to be more proactive by asking more questions, being more
prepared, and seeking out other teachers should I come across classroom-related issues that
require resolve.
Literature Review
Substitute teachers often enter schools without any school-specific preparations including
regulations and supervision procedures; these preparations could positively impact experiences
for the students, teachers, and school administration. There are various methods substitute
teachers are able to prepare for their daily assignments and administration (principals), staff, and
regular teachers are able to assist substitute teachers. Recently, qualitative research models have
been used to explore measurable outcomes for the preparations necessary for substitute teaching
success, (Cardon, 2002; Duggleby, 2007; Gonzales, 2002; Tippetts, 2002). The purpose of this
literature review is to explore the research that has been done around the topics of substitute
teaching in terms of the following themes: training and professional development, the support (or
lack there of) substitute teachers receive, and classroom management issues.

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Training and Professional Development Opportunities

Substitute teachers are often unable to receive the appropriate professional development
since substitutes are often wait-listed after contract teachers (Duggleby, 2007). In addition,
these professional development opportunities tend to occur during the school day when
substitutes are working in the classrooms covering for regular teachers attending professional
development. Oftentimes, if training does exist, it is minimal and does not include pertinent
topics such as curriculum, classroom management, or teacher effectiveness (OConnor, 2009).
Certain school districts identify the necessity for implementing substitute teacher
professional development. In fact, Cardon (2002) noted principals gave substitute teachers
considerably higher ratings of effectiveness in school districts that execute such training.
Research (Longhurst, 2000) has shown that when substitute teachers receive adequate
professional development and training, they are more likely to accept job assignments and do a
superior job than those who do not receive training. Longhurst (2000) explained Utah State
University developed a program entitled STEP-IN (Substitute Teachers Educational Programs
Initiative) with the following vital categories within the substitute teacher-training curriculum
(Longhurst, 2000): be prepared and professional, educators (including substitute teachers) should
always dress and act professionally in addition to being mentally and physically prepared for the
current teaching assignment; have and utilize classroom management skills, this is a primary
skill all educators should master, how to manage students successfully by handling situations
without becoming personally involved; certification in first aid, substitute teachers should be
aware they are held to the same legal liability as regular teachers and should have knowledge of
the district and school policies and regulations; multiple teaching and instructional strategies,
substitute teachers should have knowledge of several teaching strategies including how to

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implement teaching lessons at multiple educational levels for differentiated learners; utilize fillin activities, there are times throughout the day when an educator may need short, engaging
activities (some call sponge activities) in order to transition to a new activity, give the class a
break, or to assist early finishers; creation of a personal SubPack or resource kit, a SubPack is a
file or resource kit that includes lessons at a variety of grade levels, materials (dry erase markers,
eraser, pencils, etc.) for class as well as any creative kinesthetic lessons involving arts and crafts.
Lack of Support from In-service Teachers and Administration
According to a few select researchers, the major challenges associated with substitute
teaching include classroom management, missing lesson plans and/or other valuable materials
from the regular classroom teacher lack of support from administration, and lack of professional
development opportunities (Cardon, 2002; Duggleby & Badali, 2007; Gonzales, 2002; Jones,
1999; Longhurst, 2000; Nelson, 1983; OConnor, 2009; Tippetts, 2002). The lack of preparation
by the in-service teacher can often impact the substitute teachers as well as the students
educational experiences. Often, substitute teachers want to teach comprehensive lessons and
follow lesson plans left by the teacher; likewise, the students want the learning experience. Too
often, substitute teachers walk into classrooms with lack of lessons or preparations (Cardon,
2002; Gonzales, 2002; Nelson, 1983; OConnor, 2009; Tippetts, 2002). Nelson (1983) suggests
if teachers left detailed instructions, lessons, and seating plans, the students would understand the
day would proceed as usual and the class would respect the substitute without much, if any,
repudiation. The collaborative effort between teacher and substitute can mitigate many planning
and behavioral issues.
Administrations support can positively impact a substitute teachers career path.
Multiple studies suggest principals visit the substitute teacher during the school day (Duggleby,

SUBSTITUTE CHALLENGES WITHIN THE CLASSROOM

2007; Gonzales, 2002; Jones, 1999; Tippetts, 2002). Simple gestures such as personally greeting
the substitutes, shaking hands, and welcoming teachers to the school is incredibly impactful to
not only the visiting substitutes but also the entire staff of the school (OConnor, 2009). This
visible positive interaction between principals and substitutes sets the tone throughout the school
and demonstrates the importance of substitute teachers and bridges any communication gaps
between in-service teachers and substitutes (Gonzales, 2002; Jones, 1999; OConnor, 2009).
Conversely, the lack of support from the administration, including principals, can
negatively impact the substitute teachers experience. According to Duggleby (2007), the lack of
school regulations, rules, and procedures can be very frustrating for a teacher new to a particular
school. When substitutes enter a school without the feeling of support, assistance, or aid there is
often a lack of desire to return to that school in the future.
Classroom Management
Classroom management entails several aspects including students behavior, lesson plans,
and scheduling; classroom management is an ongoing struggle felt by a large number of
substitute teachers. When the full-time teachers treat the substitutes day as a non-educational
day and use fillers such as busy work or videos, students react negatively to non-instructional
class work and behavioral issues increase (Cardon, 2002; Gonzales, 2002; Tippetts, 2002).
Therefore, effective classroom management is seen as the substitute teachers most valuable skill
(Cardon, 2002; Jones, 1999; Longhurst, 2000). In fact, Gresham, Donihoo, and Cox (2007) state
that mastering behavior management is a strategy to success within the substitute teachers
experience. Gresham et al., (2007) state every substitute should enter a school with her/his own
classroom management plan; when substitute teachers are prepared and manage with confidence,
student behavioral issues are greatly minimized. Longhurst (2000) suggests five management

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skills that are proven to avert and/or cease inappropriate student behavior: teach expectations,
educators should explain the precise behavior that is expected within the classroom, therefore,
substitute teachers must learn how to present their expectations and ideas clearly and explicitly;
get (and keep) students on track, substitute teachers must be able to keep students motivated and
engaged throughout the entire lesson as well as through the end of the class day; provide teacherstudent interaction, negative student behavior is recognized far more than positive behavior, if
educators respond to the positive behavior in an encouraging way, students will respond with an
increased rate of appropriate classroom behavior; respond non-coercively, educators should
understand how to re-direct inappropriate behavior by using six steps that include saying
something positive, briefly describe the problem behavior, describe the desired behavior, give a
reason why the new behavior is more desirable, practice the desired behavior, and provide
positive feedback; and avoid being trapped in trap-related control methods, such as yelling and
making threats. When a teacher uses trap-related control methods, the teacher is desperate and
the students realize they now have control.
Discussion
Although substitute teaching has its challenges, those that are called into the classroom
return time and again because they are devoted to helping students (Gonzales, 2002). With
support from administration, assistance from staff, and preparations from the in-service teachers,
substitutes can make a positive impact on the students (and schools) they serve. The next big
question is how can administration, staff, and in-service teachers help? Are there proactive ways
school members can assist substitutes so when the substitutes enter the school, they are able to
have an effective teaching experience. This was my driving inquiry as I developed my research
design.

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Research Question
This action research project aims to improve the substitute teachers experience as well as
improve the overall the substitute impact on in-service teachers as well as school staff and
administration. The focus is on researching three components that seem critical with regards to
the substitute teacher experience: initial training and ongoing (or lack thereof) professional
development, lack of support from in-service teachers as well as school administration and staff,
and classroom management. Hence, the following research question will be addressed: What are
the challenges that impact substitute teachers experiences within the classroom?
Conceptual Framework
As inquiring professionals seek out change by reflecting on their practice, this research
project was conceptually framed utilizing the teacher-inquiry model for action research. As such,
this researcher engaged once in a cyclical process of posing questions or wonderings, collected
data to gain insights into these wonderings, analyzed the data along with the relevant literature,
took action to make changes in practice based on new understandings developed during the
inquiry, and lastly, shared the findings with others (Dana & Yendol-Hoppey, 2009).
Design
Method
This methodology of this action research study utilized a qualitative design with content
analysis. Qualitative research is aimed at gathering data through first hand experience, truthful
reporting, and quotations of actual conversations. It aims to understand how the participants
derive meaning from their surroundings, and how their meaning influences their behavior. This
research study is aimed at gaining a deep understanding of the challenges substitute teachers
encounter and how school districts can assist teachers as well as substitute teachers and the

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classroom procedures. This study utilized three data collection methods including surveys,
interviews, and school artifacts; hence the research aimed to provide an overview of the
structure, order, and broad patterns found among the group of participants. This qualitative study
generated data about substitute teachers in local public schools.
Sample
The focus of this researchers observation and sampling took place within an urban
school district, during the 2015-2016 school year. Teachers, substitute teachers, and
administrators across this school district were questioned for their perspective across the district
rather than in one solitary school. Participants within this study remained anonymous and were
chosen through purposive and convenience samplings and the respondents were both current and
past educators (full-time or substitute), school administrators, or school staff members. All
participants polled in this study live and work(ed) within a particular school district. This school
district is a large district within Southern California and has a wide range of socio-economic
statuses among schools within the locality; the schools range from the very wealthy to the very
under privileged. The sample within this action research project consisted of 31 current public
school teachers, 11 current public school substitute teachers, and five current public school
administrators or staff members.
Procedures
The timeline consisted of three-week data collection followed by one month of reviewing
data and following up on any outstanding remarks that may require clarification.

October 7, 2015: data collection begins, online questionnaires are emailed to

recipients

October 14, 2015: documents collected

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October 19-23, 2015: face-to-face interviews conducted

October 24-November 1, 2015: review all survey and interview data and schedule
follow up discussions with any participants that may require clarification;
evaluate responses and devise action plan for schools, teachers, substitute
teachers, and administrators

November 9, 2015: first draft of action plan written; work with MATP 692
professor to revise and solidify action plan

November 16, 2015: final draft of action plan written and ready to present to
schools, teachers, substitute teachers, and administrators

Data collection throughout this study included online questionnaires, in-person

interviews, and documentation / artifacts. A computer program, Google Forms, was utilized for
the online questionnaires; pen and paper was utilized with in-person interviews; and
documentation included artifact collection from public school substitute teacher (Sub Folder)
folder / files.
Data Collection Instruments
In this particular study, three data collection instruments were utilized in order to glean
qualitative information: surveys, interviews (in-person and focus groups), and documentation /
artifacts. Online surveys contained a series of multiple choice as well as open-ended questions
where the respondent was able to answer via typed statements. These online questionnaires, with
questions inspired by the Case Study executed by Zachary Tippets (2002), were helpful since
questionnaires are relatively simple to manufacture, send, and complete. Rather little time is
required (five minutes) to complete these online questionnaires and the responses were
immediately sent back to the researcher. In addition, the data collected from online surveys were

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immediately listed in an Excel spreadsheet format that is easy to read, sort, and use. The timeline
for the online surveys began October 7, 2015 when this researcher emailed the surveys to public
school respondents while the final day for collection was October 24, 2015.
This research study utilized in-person, one-on-one interviews that were approximately 15
minutes in duration. The interviews were semi-scripted with prescribed questions as well as one
in-person focus group that was approximately 20 minutes in duration. Each respondent was able
to expand on any pertinent subject matter. Interviews were important because the researcher had
the opportunity to ask deeper questions while the responder had the opportunity to qualify
responses; in addition, interpersonal communication (both verbal and nonverbal) between the
interviewer and responder was imperative during interviews. The interviews took place within a
suburban public Elementary school October 19-23, 2015. This interview process included
meeting with public school teachers, substitutes, and administrators during recess, lunch, or after
school since meeting these public school associates at their workplace, in their classroom, was
the most convenient location.
Thirdly, documentation and artifacts were collected and analyzed. Substitutes are often
given documentation when they arrive for their daily assignments and this research looked at the
documents given to substitute teachers. This researcher compared the documentation between
schools and attempted to find patterns between the artifacts.
Data analysis consisted of downloading the Google Forms excel spreadsheets that
accompanied the three separate surveys (one survey for substitute teachers, one survey for
administration and staff, one survey for full-time regular teachers). The responses to all multiplechoice responses were analyzed and placed on a graph. The graphing aided in visual analysis and
also revealed patterns and themes among respondents. The open-ended questions were reviewed

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for any patterns; participant responses were collected and compiled. The interviews were
examined, specifically looking for themes and commonalities.
Data and Analysis
Qualitative Measures
Online Surveys. Three separate surveys were created for this data collection. The first
survey was created for current, full time teachers. Twenty teachers received this survey and
sixteen teachers responded; the regular full time teacher response rate was 80%. The second
survey was created for substitute teachers. Ten substitute teachers received this survey and nine
substitute teachers responded; the substitute teacher response rate was 90%. Lastly, the third
survey was created for school administration and school staff. Five school administration and/or
staff members received the survey and four responded; the administration/staff response rate was
80%.
Survey One: Administration and Staff. I found two main themes within the administration
and staff survey: preferential choice in substitutes entering the school and substitute teacher
training methods. Research suggests that administrators and staff preferred particular substitutes;
however, if the preferred substitute(s) is/are not available, the school is required to use the
random substitute calling system. Unfortunately, the staff and administrators have not found
unknown substitutes to be overtly effective within the school and this is why they prefer to
choose exactly which substitute enters their school.
The second theme includes substitute training measures; is the current substitute training
sufficient or should substitutes receive more robust training? All respondents suggested they find
substitute teachers have enough training although only 50% respondents know the current
substitute teacher training requirements. I found this confusing so I did ask for clarification. One

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administrator suggested something that could positively impact the substitute teacher experience,
I would like it if they (substitute teachers) have an official training on the curriculum (i.e.
Treasures or Common Core training) before being allowed to be a substitute. In this particular
school, the administration and staff would prefer the substitutes to have specialized training in
the curricula used in this particular school in order to enhance the lessons left by the absent
teacher.
Survey Two: In-service Teachers. The regular, full-time teacher survey results suggested
a few themes. First, 100% teachers surveyed stated they request a specific substitute for their
personal classroom coverage. If the preferred substitute is not available, 87.5% teachers will
decide on the alternate substitute while 12.5% will have either the school decide or they will
utilize the random substitute calling system. Secondly, substitute teacher traits were suggested as
high importance to teachers. In fact, teachers responded with reliability and trustworthiness
to be the two most important substitute teacher descriptors within this survey, followed closely
by knowledge of school and teacher follows your specific lessons, notes. See Figure 1.

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If you request a speci0ic substitute, what

stands out about this substitute?
(check all that apply)
With this substitute, receive fewer
parental complaints
Always available when you need
her/him
Good with particular age group
Classroom management skills

Percentage of
respondents

Teacher follows speciCic lessons

Knowledge of school
Trustworthy
Reliability
0% 20% 40% 60% 80% 100%

Figure 1. Bar chart shows key attributes of a substitute teacher by in-service teachers.
Unfortunately, over 50% of the teachers surveyed stated it is difficult to find a reliable
substitute for their classrooms. In fact, 87.5% teachers surveyed had negative experiences with
substitute teachers. When teachers find that special substitute teacher, they keep the substitutes
contact information since they believe it is difficult to find a reliable substitute through the
substitute call-in system that randomly chooses substitutes. Next, teachers were asked if
substitutes are adequately trained to enter classrooms and teach the required curriculum. The
majority of respondents suggested substitutes should have a more robust training period, just as
the Administrators suggested in the Administration and Staff survey. Classroom teachers felt a
day out of school should be treated business as usual. Teachers suggested lesson plans are
created and should be followed as closely as possible. One teacher discussed the stresses behind

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leaving the classroom; I just try to make my plans as explicit as possible. Having a substitute is
a stressful event for me, as a teacher; it requires MORE planningAND the stress of wondering
how my kiddos are faring, and bringing the children back to routine and comfort the following
day, all takes a toll.
Survey Three: Substitute Teachers. The substitute teacher survey respondents are active
substitutes; in fact, 50% of the respondents substitute 3 or more times per week. Themes within
the substitute teacher survey included items that contribute to job satisfaction. The overall
personal job satisfaction by the substitutes surveyed showed a 3.9 on a scale of 1-5 (1 being not
at all happy and 5 being extremely happy); this suggests the substitutes surveyed are overall
content with their profession. The most common reason substitutes remain in the field is they
enjoy the opportunities to work with students. See Figure 2.

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SUBSTITUTE CHALLENGES WITHIN THE CLASSROOM

Reasons why substitute teachers stay in the 0ield

You feel recognized for achievements

You are a retired teacher and enjoy

bein in the class occasionally
The perception of the job in teaching
is valuable

Percentage of respondents

Job responsibilties are lessened

Opportunities to work with students

0% 20% 40% 60% 80% 100%

Figure 2. Key reasons why substitute teachers remain within the field.
When asked what items regular teachers should leave substitute teachers in order to
provide complete instructions for the day, the survey reflected all listed items had a particular
level of importance. The most important items substitute teachers request from absentee teachers
include lesson plans, class rules, class procedures, schedule of announcements, list of
disciplinary codes, main office and teachers classroom phone numbers, and students important
medical information. Another theme suggests that the more information a teacher is able to leave
for the substitute, the more prepared a substitute will be and quite possibly, more successful the
substitute will be, within the classroom. See Table 1.

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Table 1
Important tools teachers should leave for substitute teachers
Item
Percentage (%) of respondents
Lesson plans
100
Class rules
100
Class procedures
100
Schedule of announcements
100
List of disciplinary codes
100
Phone numbers: main office and other teachers
100
Students important medical information
100
Seating chart
89
Class/bell schedule
89
Discipline referral forms
89
Hall pass
89
List of children who ride the bus or walk
78
Health referral forms
78
Emergency lesson plans
78
Quickest way to communicate with the office
78
Instructions for working with Aides and staff
67
Copier codes
56
Note. Respondents could choose more than one item on survey question.
Interviews.
Individual interviews. Three in-person interviews were conducted; one interview
included a substitute teacher while two interviews included full time teachers. One common
theme that surfaced through all three interviews suggested substitutes are being placed without
appropriate training and teachers then have to deal with the aftermath of substitutes not following
designated lesson plans. It was suggested by an eighteen-year veteran teacher, Substitutes
should be given a lifeline immediately upon entering a school. This can be an administration or
staff member, or even a fellow teacher. This particular teacher suggested that if substitutes enter
school with a helpful contact, fewer classroom issues would arise and the substitute would have
someone to reach out to should issues or questions arise throughout the school day.
Focus group. A focus group consisting of five primary teachers (1-Kindergarten teacher,
2-first grade teachers, 1-second grade teacher, and one third grade teacher) convened during a

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lunch period and discussed their concerns when a substitute enters their classrooms. As stated in
one-on-one interviews, the most frustrating aspect is leaving detailed lesson plans and the teacher
does not follow them. Another common theme stated among the teachers is teachers should leave
substitute teachers more work than the students are capable of finishing; this allows for little or
no down time and keeps the students occupied all day. The teachers within the focus group
suggested little or no down time can lead to less classroom commotion and a better teaching
environment. In addition, a common helpful tool teachers appreciate after a substitute visits their
rooms is the follow-up note detailing the days events. This note from the substitute teacher
should include what material was covered, if any lesson items were not followed, any behavior
issues, and any other miscellaneous issues the substitute finds pertinent for the teacher. Teachers
within this focus group agreed having follow-up notes after a substitute visit is essential.
A common theme between all survey respondents (administration/staff, teachers, and
substitutes) as well as interviews is a belief that substitutes need more in-depth training as well as
professional development activities. More discussion on this topic will continue later in this
paper. See Figure 3.

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Do you think substitutes should require a more

robust training period prior to substitute
placements?

Yes
No
I do not know what the
current training is

Figure 3. How teachers feel about substitute teachers receiving more robust training prior to
substitute teaching placements.
Artifacts.
The artifacts collected were current documents given to all substitutes upon arrival within
two elementary schools. One school gave the substitute teacher a classroom key and a classroom
roster; no other documentation (procedures, maps, literature) was given. The other school gave a
wider array of informational documentation pertaining to the elementary school. These
documents include: Article XIX Substitute Employees Duties, attendance instructions, school
map, classroom schedule, classroom roster, regular day, rainy day, minimum day, science lab,
computer lab, arts & music schedules and rainy day partner teacher assignments. A key theme
from the artifact collection is that there is not one uniform Substitute Teacher Folder (or Sub
Folder) given across the district. Each school has its own Sub Folder with its own information.
One school had very little information (one solitary document with the class roster) while

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another school had a lot of school-wide information; the differences between the two schools
Sub Folders were staggering.
Key Findings
The results of this action research project revealed key themes that lend to challenges that
impact substitute teachers experiences within the classroom. Several themes resulted from the
multiple research instruments including regular teachers worry about their class less while they
are absent if they know there is a reliable and trustworthy substitute teacher in the classroom.
Regular teachers know that quality substitutes will use prepared lesson plans and leave detailed
notes for the teacher upon her/his return. Likewise, the substitute believes the substitute
assignment will run smoother if the school gives sufficient school information (in the form of a
Sub Folder) and the regular teacher leaves detailed lesson plans with satisfactory instructions.
The artifacts analysis revealed that not all elementary schools, even within the same
school district, distribute the same information to substitute teachers upon their arrival.
Substitutes appreciate school details, information, and phone numbers in case any questions arise
throughout their assignment. In essence, the more information given to a substitute, the better
prepared the substitute.
Interviews revealed important key factors including the need for trained, attentive
substitutes within the classroom that follow detailed lesson plans and leave the room, as several
teachers stated in the focus group, the way it was when the substitute arrived, rather than
leaving the room a complete mess. Other suggestions included ideas regarding staff assisting a
substitute while visiting the school.
One main theme that resounded throughout all three online surveys, in-person interviews,
and focus groups is the belief that substitute teachers could benefit from additional training and

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extended educational opportunities. Overall, substitute teachers are quite content with their
workload and career; however, if local districts offered continuing education, teachers could be
more prepared when entering classrooms. In addition, with the shift to Common Core and newer
textbooks, the district could give professional development sessions focused on shifting
curriculum and how to work with the newer curricula. With these extended educational
opportunities, substitutes could possibly be better prepared and more successful within
classrooms; should a teacher not leave detailed lessons, which often happens in emergencies, the
substitute teacher would have the knowledge to teach this updated curricula.
Discussion
Altogether, the main themes that developed through interviews, surveys, and artifacts
suggest improvements to current substitute training programs and improving access to materials
as effective ways to enhance the substitute training experience. These findings correlate to
information obtained through the literature review; it is believed that substitute teachers could
use a more robust training program with possible professional development programs in order to
keep the substitutes up to date on current curricula (Cardon, 2002; Gonzales, 2002; Jones, 1999;
Longhurst, 2000). As Cardon (2002) suggested, principals gave substitute teachers considerably
higher ratings of effectiveness in school districts that conducts such training. Unfortunately,
training and professional development often occurs during the weekdays when substitute
teachers are working, covering regular teachers classrooms (OConnor, 2009).
One subject I expected to find throughout the surveys and interviews was regarding
classroom management. Several articles within the literature review stated complications
substitute teachers have regarding classroom management and the issues that occur (and how to
resolve them) within classes with substitutes (Cardon, 2002; Duggleby, 2007; Gonzales, 2002;

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Gresham et al, 2007; Longhurst, 2000; Nelson, 1983); however, I did not have any respondent
mention substitute teacher classroom management issues. Essentially, no themes were revealed
as to this issue within this research project. In the literature review, many articles stated the
difficulties substitute teachers have with managing student behavior (Cardon, 2002; Duggleby,
2007; Gonzales, 2002; Gresham et al, 2007; Longhurst, 2000; Nelson, 1983); however, as stated
previously, this theme did not appear throughout this particular research study. The interviews,
focus group, and surveys did not reveal any issues with substitute teachers management skills
from the point of view of in-service teachers, substitute teachers, staff and administrators. In fact,
the literature review revealed a substitute teachers most valuable skill is effective classroom
management (Cardon, 2002; Jones, 1999; Longhurst, 2000). Additionally, Gresham, Donihoo,
and Cox (2007) suggested mastering classroom management is a substitute teachers
achievement strategy and leads to classroom success. Gresham et al., (2007) state that every
substitute should enter a school with her/his own classroom management plan; when substitute
teachers are prepared and manage with confidence, student behavioral issues are greatly
minimized. However, within this action research project, not one teacher, administrator, staff
member, or substitute teacher mentioned classroom management. This is a very interesting and
curious non-finding and the next phase of this project will definitely incorporate further
probing of why behavior management was not an issue in this study.
Another thought is that schools within the same district should have the same information
within the Sub Folders given at check-in. If the district set a common practice by providing the
same valuable tools and information, this would assist substitute teachers throughout their day.
In addition to the Sub Folders given by staff and/or administration, Nelson states (Nelson, 1983)
detailed lesson plans left by regular teachers assist the substitute teachers activities. With a

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combination of school-specific details within a Sub Folder and descriptive classroom-specific

lesson plans, the substitute teacher is set for success.
Another interesting finding in this action research project involves substitute teacher job
satisfaction. Unlike the case study conducted by Tippetts (2002), the substitute teacher
participants in this study are quite content with their career. In fact, the participants in this study
contradicted the research conducted by Duggleby and Badali (2007) that revealed substitute
teachers believed negative job-related issues outweighed the positives.
Recommendations and Implications
As a result of this studys investigations, suggestions emerged that could help substitute
teachers within the classroom. First, I recommend a district-wide policy requiring all substitute
folders (Sub Folders) contain the same documentation, for example: Article XIX Substitute
Employees Duties, Attendance instructions, school map, classroom schedule, classroom roster,
regular day bell schedule, rainy day bell schedule, minimum day bell schedule, rainy day
teacher-partner assignment, science lab schedule, computer lab schedule, arts program schedule,
and music schedule. If all schools within one district abides by the same sub folder policy,
teachers would be able to enter any district school and know what documentation should be
present and this information would best assist the substitute throughout her/his school day.
Another key recommendation is to increase substitute education and training
opportunities whether through professional development or extended credential training. I would
like to speak with the current substitute services offices for this particular district and inquire
about substitute teachers current training opportunities as well as any additional educational
activities. Additionally, I would like to discuss this action research projects findings and ask for
their perspective on current training timeframes for the district substitutes and if there are any

SUBSTITUTE CHALLENGES WITHIN THE CLASSROOM

24

possibilities of including additional education options. The results and discussion of this action
research project would promote further education for the substitute teachers across this particular
district. This additional training would enhance and demonstrate highly educated substitute
teachers with efficient substitute teacher processes within the district. The streamlining of
policies and practices (example: Sub Folders) across the district could possibly decrease
confusion as substitutes taught across various district schools.
Reflection
Several thoughts occurred after reviewing and analyzing the research data. First, I
noticed after I conducted the focus group interviews, the teachers present in this focus group
consisted of only primary teachers, no upper elementary teachers. If I would conduct another
focus group in the future, I would make sure the focus group consisted of both primary and
elementary teachers. This focus group happened to be the teachers present during lunch on a
particular day and I chose to speak with them because this was out of pure convenience. The
teachers were present and actively participating in the focus group; however, in the future I
would invite other upper elementary grades in order to give a more accurate review from all
elementary grades, both upper and lower elementary. It occurred to me that primary teachers
may have very different needs and concerns than upper elementary teachers and I need to take
these upper-elementary teachers considerations into account.
Secondly, it truly surprised me that classroom management was not an issue brought up
through any survey, interview, or focus group. Through the literature review it became apparent
this is a very real and thought-provoking issue and I expected to hear multitudes of suggestions
on how to improve this aspect for substitute teachers. Alas, this was a moot topic for this
research project since no one mentioned this issue through all research instruments. In the future,

SUBSTITUTE CHALLENGES WITHIN THE CLASSROOM

25

I would deliberately ask about classroom management and add this to the surveys in order to get
some sort of response. I would also follow up with substitute teachers and see if there is a
correlation with years of service as substitute with classroom management.
Thirdly, asking fellow substitute teachers about their requests in the classroom was not
necessarily shocking, it was validating to my personal experiences as a substitute. As I entered
schools across a particular district, I quickly noticed how differently schools worked with
substitutes. When I asked substitutes through surveys what they would appreciate teachers leave
for them (example: lesson plans) or within Sub Folders, the responses definitely reinforced the
idea that substitute teachers want more information in order to keep current with the school and
classrooms policies and procedures. One substitute teacher said to me after she turned in her
survey, I was so happy to see all of the suggestions for the Sub Folder; I could have used ALL
of these suggestions in my placements! Sending a teacher unfamiliar with the school and
classroom into a placement with only a classroom key and roster is setting up the substitute for
failure and they deserve more from the school and the in-service teacher in order to make the day
run proficiently for not only the teacher but also the students and staff.
In the next stages of this action research study, I will hone in on classroom management
within surveys as well as in-person interviews and focus groups. In addition, I will reach out to
the Substitute Division if this particular school district and get their thoughts on the training
process including asking is the training for substitutes robust enough (why or why not) as well as
if there are ways to implement substitute teacher professional development. I would also like to
know their thoughts on the results of this action research project. Lastly, one of the largest
takeaways I have from this project is that all schools within the district should have the same
practices and/or policies regarding Sub Folders. I will not only discuss training with the

SUBSTITUTE CHALLENGES WITHIN THE CLASSROOM

26

Substitute Division but also if there are required practices across schools within this district; I
will ask if schools are supposed to have the same processes. If the schools ARE supposed to have
the same processes, why are these processes not being practiced in a uniform fashion across the
district? If the district schools are NOT required to have the same policies and/or procedures,
why is this appropriate? The uniformity of Sub Folders increases efficiency for not only staff and
administration within the school, but also the regular teachers as well as the substitute teacher.
This project definitely gave insight to new probing questions that are ready to be researched and
explored.

SUBSTITUTE CHALLENGES WITHIN THE CLASSROOM

27

References
Bureau of Labor Statistics. (2014) Occupational Employment and Wages, May 2014.
Retrieved from Bureau of Labor Statistics online
http://www.bls.gov/oes/current/oes253098.htm
Cardon, P. (2002). A Qualitative study of the perceptions of substitute teaching quality.
Sub Journal for Personnel Responsible for Substitute Teaching, 3 (2), 29-45.
Dana, N. F., & Yendol-Hoppey, D. (2009). Facilitators Guide to the reflective educators guide
to classroom research: Learning to teach and teaching to learn through practitioner
inquiry, 2nd Edition. Thousand Oaks, California: Corwin Press.
Duggleby, P. and Badali, S. (2007). Expectations and experiences of substitute teachers.
Alberta Journal of Educational Research, 53, 22-33.
Wert, A. (n.d.) Is There a Substitute Teacher Shortage Crisis. Frontline Technologies. Retrieved
from
http://www.frontlinek12.com/Pages/Blog/Is_There_a_Substitute_Teacher_Shortage_Crisis.html
Gonzales, L. (2002). Inspiring the pinch-hitters: Job satisfaction and dissatisfaction of
substitute teachers. Sub Journal for Personnel Responsible for Substitute Teaching, 3 (2),
53-64.
Gresham, J., Donihoo, J., and Cox, T. (2007) 5 Strategies to enhance your substitute
teaching. Kappa Delta Pi Record, 44 (1), 28-32.
Jones, K. (1999). Managing substitute teaching. Heres How National Association of Elementary
School Principals, 18 (2), 1-4.
Longhurst, M. (2000). Enhance one year of education. SubJournal, 1(1), 40-47.

SUBSTITUTE CHALLENGES WITHIN THE CLASSROOM

Lyell, David. (2014, November). Are you a real teacher? Huffington Post. Retrieved from
http://www.huffingtonpost.com/david-lyell/are-you-a-real-teacher_b_6167662.html
Nelson, M. (1983). A Few steps by regular teachers can help substitutes with class
instruction. NASSP Bulletin, 67(466), 98-100.
OConnor, K. (2009). No substitute teacher left behind. Principal, 89(1), 32-36.
Tippetts, Z. (2002). Increasing substitute teacher / permanent teacher communication
through a communication format development meeting: A Case study. Sub Journal for
Personnel Responsible for Substitute Teaching, 3(2), 65-86.

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SUBSTITUTE CHALLENGES WITHIN THE CLASSROOM

Appendix A
On-line survey created for Administration and Staff.
For Administration and Staff: What are Challenges that Impact Substitute Teachers
Experiences Within the Classroom?
1. On average, how often does your school utilize substitute teachers? (days that
substitutes are utilized not how many substitutes are utilized)
a. Less than once per week
b. Once per week
c. Twice per week
d. Three times per week
e. Four times per week
f. Virtually every day
2. Do you greet substitutes upon arrival?
a. Yes
b. No
c. Other: (fill in the blank answer)
3. Do substitutes ask about specific school procedures, if they are new to your
school?
a. Yes, always
b. Yes, usually
c. Sometimes
d. No, not often
e. No, never

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30

4. Does the school utilize a pool of preferred substitutes?

a. Yes
b. No
5. Does the school have SubFinder randomly select substitutes, if the teacher did not
select preferred substitute?
a. Yes
b. No
6. Do you find substitute teachers have adequate training?
a. Yes
b. No
7. Do you know the Districts current substitute training requirements? (example:
length of training)
a. Yes
b. No
8. Does the staff and/or administration thank them for their services at the end of the
day and say goodbye?
a. Yes
b. No
c. Other (fill in the blank answer)
9. What are suggestions you have for substitute teachers that would positively
impact their experiences?

SUBSTITUTE CHALLENGES WITHIN THE CLASSROOM

Appendix B
On-line survey created for In-service teachers.
For Teachers: What are the Challenges that Impact Substitute Teachers Experiences
Within the Classroom?
1. How often do you utilize a substitute teacher?
a. 1-3 times per year
b. 4-6 times per year
c. 7-10 times per year
d. More than 11 times per year
2. Do you have the school request your substitute? (check all that apply)
a. Yes, the school chooses the substitute
b. No, I choose the substitute
c. No, I let the SubFinder / Call-in system decide randomly
d. Other (fill in the blank answer)
3. Do you request a specific substitute for your classroom coverage?
a. Yes
b. No
c. Other (fill in the blank answer)
4. If your favorite substitute(s) are unavailable to cover your classroom, do you
instead cancel the substitute request and come into class?
a. Yes
b. No
c. Other (fill in the blank answer)

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SUBSTITUTE CHALLENGES WITHIN THE CLASSROOM

32

5. Do you consider a substitute within your class as another qualified teacher

a. Yes
b. No
6. Do you plan the substitutes day as business as usual? (example: do you plan
something special since a substitute will be there or do you continue with your
normal lesson plans and schedule?)
a. Yes
b. No
c. Other (fill in the blank answer)
7. If you request a specific substitute, what stands out about this substitute? (check
all that apply)
a. Reliability
b. Knowledge of school
c. Trustworthy
d. Teacher follows your specific lessons, notes
e. Always available when you need her/him
f. Other (fill in the blank answer)
8. Do you find it difficult to find a reliable substitute for your classroom?
a. Yes
b. No
9. Do you think substitutes should require a more robust training period prior to
substitute placements?
a. Yes

SUBSTITUTE CHALLENGES WITHIN THE CLASSROOM

33

b. No
c. I do not know what the current training period is
10. Have you ever had a negative experience with a substitute?
a. Yes
b. No
11. If you had a negative experience with a substitute, how did you resolve the
situation? (check all that apply)
a. Speak with substitute directly
b. Speak with administration
c. Speak with other school teachers
d. Speak with Districts Substitute Center (ex. LAUSD SubFinder)
e. Never request this substitute again
f. Nothing
12. Is there anything else you would like to add that would help teachers experiences
with substitute teachers?

SUBSTITUTE CHALLENGES WITHIN THE CLASSROOM

Appendix C
On-line survey created for substitute teachers.
Substitute Survey: What are the Challenges that Impact Substitute Teachers
Experiences Within the Classroom?
1. How often do you substitute?
a. 1-3 times per month
b. Once per week
c. 1-3 times per week
d. 3 or more times per week
2. Do you find the current SubFinder/Substitute call out system effective?
a. Yes
b. No
c. Other (fill in the blank answer)
3. Do you think there should be more in-depth training for substitutes?
a. Yes
b. No
4. Do you think substitute teachers require professional development activities?
a. Yes
b. No
5. Do you think substitute teachers should have access to professional support
through their local district? (example: someone is available to provide needed
assistance should a substitute request this)
a. Yes

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SUBSTITUTE CHALLENGES WITHIN THE CLASSROOM

35

b. No
6. What is your personal job satisfaction with substitute teaching? On a scale fro 1-5
(one being not happy ad 5 being extremely happy)
a. 1 not at all happy
b. 2
c. 3 neutral
d. 4
e. 5 extremely happy
7. What makes you stay as a substitute teacher? (check all that apply)
a. Opportunities to work with students
b. Job responsibilities are lessened
c. You feel recognized for achievements
d. The perception of the job in teaching is valuable
e. You are a retired teacher and enjoy being in the class occasionally
8. Is the substitute teacher pay scale adequate?
a. Yes
b. No
9. Are the substitute teacher benefits adequate?
a. Yes
b. No
10. Have you ever been greeted by staff or administration?
a. Yes
b. No

SUBSTITUTE CHALLENGES WITHIN THE CLASSROOM

36

c. Other (fill in the blank answer)

11. Do you feel appreciated as a substitute (by full time teachers, by administration,
etc.)?
a. Yes
b. No
c. Other (fill in the blank answer)
12. How would you describe the majority of teachers you have worked with in
regards to their attitude towards substitute teaching? (on a scale from 1-5)
a. 1 not respected
b. 2
c. 3 neutral
d. 4
e. 5 very respected
13. What are the challenges you face when you enter the classroom as a substitute
teacher? (check all that apply)
a. Lack of lesson plans
b. Lack of school-specific procedures (example: schedule, map of school,
etc.)
c. Parking issues (cannot find parking at schools)
d. School may be far from home area
e. Lack of classroom-specific procedures (ex: class schedule, teaming
teachers, end of day procedures, emergency procedures)

SUBSTITUTE CHALLENGES WITHIN THE CLASSROOM

14. What would you add to a schools SubFolder (pertinent information given to
substitute upon entering school)? (check all that apply)
a. Lesson plans
b. Class rules
c. Procedures (lining up, recess, group work, etc.)
d. Seating chart
e. Class / Bell schedule
f. List of children who ride the bus or walk
g. Schedule of announcements
h. List of disciplinary codes
i. Discipline referral forms
j. Health referral forms
k. Hall pass
l. Copier codes
m. Emergency lesson plans
n. Instructions for working with Aides and other classified staff
o. Phone or location of quickest way to communicate with office
p. Phone numbers of the main office or other teachers
q. Medical information about students that substitutes should be aware of

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Appendix D
Interview questions for in-person interview with in-service teachers and in-person focus
group consisting of in-service teachers.
1. As a teacher who utilizes substitutes, what are challenges youve witnessed (when
you come back to class)?
2. As a teacher who utilizes substitutes, what do you do to assist the substitute?
3. Do you have any thoughts what can make the procedures more positive for all?
(examples: more extensive substitute training, etc.)
4. Any additional suggestions or comments you would like to add?

Appendix E
Interview questions for in-person interview with in-substitute teachers.
1. What contributes to a positive substitute experience?
2. What contributes to a negative substitute experience?
3. What suggestions do you have to improve the substitute experience?
4. Any additional suggestions or comments you would like to add?