Substitute teachers: The professional contradiction

Music Classroom Teachers' Perceptions of Substitute Teachers' Ability and Experience: A Study

“…While music teachers felt substitutes lacked adequate music teaching experience, they felt strongly that such experience was important. These findings parallel those found by Johnson et al (1988), Shreeve et al (1987), and Clifton and Rambaran (1987). It appears that music teachers do not have great confidence in substitutes teachers' preparedness, experience, or ability to teach in various music classroom settings.…”

“…According to Shreeve et al (1987), substitute teachers are divided in how they view themselves and their teaching assignments: roughly half of the sample reported that they felt they were professional educators, while the remaining half described themselves as "fill-ins, strangers, outsiders, entertainers, and a necessary evil" (p. 314). Many suggested that both regular teachers and students view substitutes as being less capable and having fewer responsibilities while being more easily exploited by students (Shreeve et al, 1987).…”

“…According to Shreeve et al (1987), substitute teachers are divided in how they view themselves and their teaching assignments: roughly half of the sample reported that they felt they were professional educators, while the remaining half described themselves as "fill-ins, strangers, outsiders, entertainers, and a necessary evil" (p. 314). Many suggested that both regular teachers and students view substitutes as being less capable and having fewer responsibilities while being more easily exploited by students (Shreeve et al, 1987). Clifton and Rambaran (1987) reported that substitute teachers are frequently perceived by school personnel and students as having lesser expertise and teaching experience; therefore, they can only maintain a classroom rather than provide effective teaching and learning.…”

“…Another problem is the teaching assignment that a substitute teacher is given, for many are assigned grade levels and content areas for which they are not prepared (Johnson, Holcombe & Vance, 1988;Shreeve et al, 1987;Clifton & Rambaran, 1987). Every time a substitute teacher enters the classroom, he or she must immediately adapt to teaching in the new environment.…”

“…A variety of problems related to substitute teaching and teachers exists for students, substitute teachers, classroom teachers, and administrators, the first being the title of substitute teacher itself. Shreeve, Nicely-Leach, Radebaugh, Morrill, and Slatton (1987) posit that the mere label of "substitute" creates a problem for the personal identity of the teacher. The name suggests that the substitute stands in place of the regular teacher and is somewhat inferior.…”