Substitute teachers are often regarded as the unsung heroes of the school community (Brown, 2022). Despite being an essential part of the teaching workforce, their roles and working conditions remain insufficiently recognized; their position is a marginalized sector within education (Sullivan et al., 2023). Nevertheless, substitute teachers play a critical role in maintaining continuity of instruction whenever regular teachers are absent, ensuring that learning does not come to a halt.
The role of a substitute teacher is inherently demanding and complex. Kbuffett (2017) describes substitute teaching as one of the most challenging roles in education, as it requires individuals to step into unfamiliar classrooms and immediately assume responsibility for managing instruction and student behavior. Substitute teachers are expected to meet the same professional standards as full-time teachers, yet they often do so with minimal preparation time, limited access to instructional resources, and little to no formal training or professional development. These conditions demand a high level of adaptability, resilience, and creativity, as substitutes must quickly adjust to varying classroom environments and diverse student needs.
In addition to instructional responsibilities, substitute teachers face significant challenges related to classroom management and professional integration. Entering a new classroom without established relationships with students can make it difficult to maintain discipline and foster engagement. At the same time, substitute teachers may experience a lack of inclusion within the school community, as their temporary status often limits their participation in decision-making processes and professional support systems. This can contribute to feelings of isolation and reduce opportunities for professional growth.
The temporary nature of substitute teaching further intensifies these challenges. While the role can offer moments of fulfillment, such as successfully guiding a class or building brief yet meaningful connections with students, it is often accompanied by emotional and economic uncertainty. The end of each assignment requires substitute teachers to disengage from a community they may have begun to identify with, making each transition difficult. Moreover, the absence of job security and the unpredictability of assignments can create ongoing financial stress, particularly for those who rely on substitute teaching as a primary source of income.
