“It takes a whole school to raise a teacher”: examining executive staff support and perception of casual relief teachers in Australian schools

Uchida, Minami; Lane, Rod; Cavanagh, Michael

doi:10.1007/s13384-021-00445-9

Cited by 3 publications

(16 citation statements)

References 22 publications

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“…Brown, 2012; D. L. Brown, 2015; Facchin, 2016, Grant, 2011; King, 2016; Uchida et al, 2022). Five publications purposely included various teacher employment types, including substitute teachers as a point of comparison or variable of interest.…”

Section: Resultsmentioning

confidence: 99%

“…In Australia, school councils are responsible for the engagement of substitute teachers (Mercieca, 2017; Nicholas & Wells, 2017), whereas in the United States substitute teachers are an “employee of the local school district” (Bletzer, 2010, p. 405). Several studies referred to the short-term nature of the employment, describing it as “ad hoc” (Charteris, Jenkins, Bannister-Tyrrell, & Jones, 2017), day by day (Gershenson, 2012; Maxwell et al, 2010; Uchida et al, 2022), and temporary (Bayram, 2010). Some studies were more specific about the length of employment.…”

Section: Resultsmentioning

confidence: 99%

“…The “transient or inconsistent” nature of their work means substitute teachers feel less respected by students than permanent teachers, an issue which contributes toward their difficulties in managing behavior (Uchida et al, 2022, p. 719). As a consequence, substitute teachers in Canada described their relationships with students as “intermittent” or “fleeting,” where “relationship building was done in fits and starts and each day felt like the first day to both [the substitute teacher] and the students” (Driedger-Enns, 2014, p. 93).…”

Section: Resultsmentioning

confidence: 99%

“…The negative outcomes associated with substitute teaching, such as feelings of marginalization, are more frequently reported by those who are unable to secure more consistent forms of work, whereas some of those who take on this type of employment by choice regard substituting as "a positive experience" due to the flexibility it offers over permanent teaching (Uchida et al, 2020(Uchida et al, , p. 1415. Likewise, according to school leaders, substitute teachers who are known by the school are privileged with more professional development opportunities than other substitute teachers (Uchida et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…Some publications included other staff, for example, administration and/or other school staff (Bekingalar, 2015; R. Brown, 2012;D. L. Brown, 2015;Facchin, 2016, Grant, 2011King, 2016;Uchida et al, 2022). Five publications purposely included various teacher employment types, including substitute teachers as a point of comparison or variable of interest.…”

Section: Sampling Approachesmentioning

confidence: 99%

See 4 more Smart Citations

An Exploration of the Experiences of Substitute Teachers: A Systematic Review

Reupert

Sullivan²,

Tippett

et al. 2023

Review of Educational Research

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This article reports on a systematic review of literature on the experiences of substitute teachers, also known as casual or relief teachers. 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.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Sampling Approachesmentioning

confidence: 99%

See 3 more Smart Citations

An Exploration of the Experiences of Substitute Teachers: A Systematic Review

Reupert

Sullivan²,

Tippett

et al. 2023

Review of Educational Research

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Adopting Appreciative Inquiry as a Positive Change Process in a Disadvantaged School

White¹

2022

Transforming Teaching: Wellbeing and Professional Practice

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Invisible Educators: Understanding the Role and Impact of Casual Relief Teachers in Turkish Schools

Yenel,

Duran

2024

Uluslararası Türk Eğitim Bilimleri Dergisi

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Casual relief teachers (CRTs) are teachers who take the place of regular classroom teachers (RCTs) in primary schools when they are absent from school for various reasons such as illness, professional development activities or annual leave. Casual relief teaching, which is not defined as an official duty in the legislation of the Turkish education system, usually occurs when surplus teachers nominated to the provincial order are assigned to crowded schools in provincial-district centres. CRTs contribute to the sustainability of education activities in the absence of RCTs. The working conditions of these teachers vary, and they teach in different grade levels. In this study, the working conditions of CRTs in the context of the Turkish education system are analysed from the perspective of different stakeholders. This study was conducted with phenomenological research design, one of the qualitative research designs. The participants of the study consisted of school administrators (principals and vice principals), RCTs, CRTs and parents. The data obtained through qualitative interviews using individual semi-structured forms were analysed by content analysis method. According to the findings, CRTs were found to suffer from not having a fixed classroom, not being able to adapt to different teaching methods, experiencing various problems in classroom management and facing disrespect from their colleagues from time to time. While serving as a CRT is an advantage for some CRTs due to family reasons, disadvantages occur in terms of having problems in adapting to the school culture and forming organisational commitment. RCTs see CRTs as an important part of the education system and think that they contribute to the sustainability of teaching processes. School administrators, on the other hand, see CRTs as useful stakeholders of the school system. For school administrators, CRTs contribute to the school in terms of providing teacher flexibility and sometimes helping with administrative tasks.

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“It takes a whole school to raise a teacher”: examining executive staff support and perception of casual relief teachers in Australian schools

Cited by 3 publications

References 22 publications

An Exploration of the Experiences of Substitute Teachers: A Systematic Review

An Exploration of the Experiences of Substitute Teachers: A Systematic Review

Adopting Appreciative Inquiry as a Positive Change Process in a Disadvantaged School

Invisible Educators: Understanding the Role and Impact of Casual Relief Teachers in Turkish Schools

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