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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 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
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”.
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
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).
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
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
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
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
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
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
