The relationship between the perceived effectiveness of substitute teachers and selected variables

Willie Clarence Williams

Abstract

The purpose of the research was to determine the relationship between the criterion variable of effectiveness of substitute teachers as perceived by certified and selected classified staff and the independent variables of position, level of work assignment, size of school, gender, age, ethnic background, highest degree, major field of study and assignment, experience, preferred resource for instruction, and the number of days absent during the past year. The study was designed to provide answers to 54 questions which related to the effectiveness of substitute teachers as perceived by administrators, teachers, and other classified staff members. The study was based on a survey of 387 respondents employed in grades K-12 in a school district located on the Mississippi Gulf Coast. The results of the study revealed that there is a significant relationship between the criterion variable of effectiveness of substitute teachers as perceived by certified and selected classified staff and the independent variables of position, level of work assignment, size of school, gender, age, ethnic background, highest degree, major field of study and assignment, experience, preferred resource for instruction, and the number of days absent during the past year. The individual variables accounted for 16.3% of the variability in effectiveness of substitute teachers. It also revealed that there was only a significant independent relationship between the criterion variable of effectiveness of substitute teachers as perceived by certified and selected classified and independent variables of ethnic background and years of experience.