Abstract
Purpose. The purpose of this study was to identify reasons that make a substitute teacher more likely to stay in or leave substitute teaching. Methodology. This study was designed as descriptive research. The substitute teachers in four small, K–8 school districts in northern California comprised the population, and purposive sampling was used to identify those substitutes who were in their second year or more of substitute teaching. A total of 187 out of 228 (82 percent) substitute teachers returned surveys, including ten that participated in interviews. Quantitative data were collected through surveys that contained a write-in section for open-ended responses. Qualitative data were generated through face-to-face and telephone interviews. Responses were categorized and displayed in frequency tables. Significance was determined by Fisher's Exact Test of Significance, Pearson Chi-Square, or Spearman Rho Test of Significance (.05). Findings. Females are more likely to leave substitute teaching because they want full-time teaching positions. Substitutes are more likely to stay in substitute teaching because of opportunities to work with students, delimited job responsibilities, and their perception that the job of substitute teacher is valuable. A lack of benefits, job-related stress, lack of job-related support, and inappropriate student behavior make substitute teachers more likely to leave substitute teaching. Conclusions. Although male teachers are more likely to leave regular classroom teaching, female teachers are more likely to leave substitute teaching. Issues related to inappropriate student behavior and personal safety at work made substitutes more likely to want to leave substitute teaching. Inclusion of medical, dental, or vacation benefits will influence the likelihood that more substitute teachers will want to stay in substitute teaching. Recommendations. Further studies should explore what incentives would encourage substitutes to pursue full-time teaching positions. Implications for action. Districts need to provide training for substitutes about ways to successfully deal with inappropriate student behavior in the classroom. Substitute teachers need job-related support that is often not provided, such as complete lesson plans, seating charts, supplies, and school procedures. School site administrators should assign a staff person to supervise substitutes and provide needed assistance.