This occupational group are an essential part of school improvement efforts, allowing release time for other teachers to participate in professional learning, complete administrative duties, and attend to personal matters. Although a ubiquitous component of the teaching workforce, little is known about their work conditions, motivations, experiences, and support. This study involved a mixed-methods research synthesis approach. Peer-reviewed studies and dissertations that examined the experiences and needs of substitute teachers in primary/elementary, middle, and secondary/high schools were examined. The study found that, although substitute teachers are a heterogeneous group, their conditions and experiences are less than satisfactory, exacerbated by a lack of targeted support. Education systems need to consider professionalizing this occupational group further. In addition, systems need to develop policies and practices that improve substitute teachers’ work.
Full reference:
Reupert, A., Sullivan, A., Tippett, N., White, S., Woodcock, S., Chen, L., & Simons, M. An Exploration of the Experiences of Substitute Teachers: A Systematic Review. Review of Educational Research, 0(0). doi:10.3102/00346543221149418
A good induction is important for all new jobs. So why are teachers being left behind?
Article published in The Conversation, September 2021.
This article discusses how the lack of support given to early career teachers as they transition into the profession is contributing to the current teacher shortage in Australia. Newly qualified teachers who aren’t involved in a good induction program are more likely to leave the profession within their first five years of teaching, however, current programs are usually only available to those employed on long-term contracts. With 60% of new teachers employed as insecure replacement teachers, either on contracts of less than one year or as casual relief teachers, many new teachers miss out on this critical induction phase during which they develop classroom management strategies, gain confidence, and refine their teaching skills. Education departments should support schools to include casual and contract teachers in meaningful induction programs. This may reduce early career teacher attrition as new teachers develop proactive strategies that contribute to positive classroom experiences.
Full reference:
Reupert, A., Sullivan, A., Tippett, N., White, S., Woodcock, S., Chen, L., & Simons, M. An Exploration of the Experiences of Substitute Teachers: A Systematic Review. Review of Educational Research, 0(0). doi:10.3102/00346543221149418
A good induction is important for all new jobs. So why are teachers being left behind?
Article published in The Conversation, September 2021.
This article discusses how the lack of support given to early career teachers as they transition into the profession is contributing to the current teacher shortage in Australia. Newly qualified teachers who aren’t involved in a good induction program are more likely to leave the profession within their first five years of teaching, however, current programs are usually only available to those employed on long-term contracts. With 60% of new teachers employed as insecure replacement teachers, either on contracts of less than one year or as casual relief teachers, many new teachers miss out on this critical induction phase during which they develop classroom management strategies, gain confidence, and refine their teaching skills. Education departments should support schools to include casual and contract teachers in meaningful induction programs. This may reduce early career teacher attrition as new teachers develop proactive strategies that contribute to positive classroom experiences.