Exploring Substitute Teacher Experiences in Michigan

• In Event: A Profession in Crisis? New Data on the Challenges of Recruitment and Retention of the Educator Workforce

Abstract

Motivation

Short-term substitute teachers play a critical role in the functioning of schools, yet to date the role of substitutes in the teacher labor market has attracted comparatively little attention. In part, the need for substitutes reflects the problem of teacher absenteeism, with teachers out of the classroom on average 11 days a year (Joseph et al., 2014). However, even in districts without a severe absenteeism problem, schools require a ready supply of available substitute teachers to accommodate workplace obligations (conferences, professional development) and personal demands (illness, etc.) Unfortunately, many districts report a serious dearth of substitutes (Author, 2019).
Despite the key place of substitutes in healthy teacher labor markets, there are few rigorous studies of substitute teacher recruitment, retention, and impact. Most are focused only on a single school district (Liu et al., 2021). We further have little concrete knowledge about the educational credentials or connectedness to the K-12 educational labor market. It is unclear whether substitute teachers are best viewed as an extension of the broader K-12 labor market, or as part of the general pool of contingent, short-term labor. The lack of this knowledge makes it difficult for policymakers and district leaders to craft effective strategies to ensure an adequate supply of substitutes.

Data and Methods

We conducted a substitute teacher survey recruited from a scientific random sample drawn from the Michigan Registry of Educational Personnel (REP). A total of 525 Michigan-based individuals who worked as substitutes during the 2018-2021 period responded to the email survey invitation. To our knowledge, this is the first rigorous survey of a representative sample of substitutes in an entire state.

The substitute survey featured a distinct set of questions tailored to the unique experiences and roles that substitutes play within the education workforce. Since the substitute sample is drawn from the entire population of individuals who served as substitutes during the 2018-19, 2019-20, and 2020-21 school years, respondents were first asked about their current employment, professional background, their reasons for working as a substitute, and their working conditions, including what they like and do not like about working as a substitute. The survey data was supplemented with a sub-sample of follow-up interviews (n = 20).

Preliminary Findings

Data from substitute teacher survey and interviews produced a nuanced picture of substitute teacher background, experience, and motivation – one that is frequently at odds with conventional wisdom. Consistent with prior studies, respondents highlighted the importance of flexible hours in choosing to become a substitute, while evincing concerns about pay, working conditions, and lack of support. However, this survey also suggests that many substitute teachers are more closely tied to educational labor markets than is commonly understood. A plurality of respondents reported having trained in some type of teacher preparation program, with the majority of these reporting they majored in education in college or in another college teacher preparation program. Many have long experience as a substitute teacher, and a large percentage of those that have left subbing work in education or child-related fields.

Authors

• Nathan A Burroughs, American Institutes for Research

• Chris Torres, University of Michigan

• Rebecca R. Frausel, Public Policy Associates

• Jacqueline Gardner, Michigan State University

• Dirk F. Zuschlag, Public Policy Associates