Differences Between First-Year Teachers’ Efficacy in Classroom Management in Those Who Did or Did Not Substitute Teach

O’Connor, Thomas

Differences Between First-Year Teachers’ Efficacy in Classroom Management in Those Who Did or Did Not Substitute Teach

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Education preparation programs have studied the impact of authentic experience using student teaching and even a year-long internship model. Unfortunately, teachers are still leaving the profession within the first five years at an alarming rate. Classroom management and efficacy development are key factors in the retention of new teachers. Other types of authentic classroom experiences have yet to be studied leading to an unknown about the impacts it could potentially have. One type of authentic experience is having undergraduates substitute teach. In this quantitative study, the researcher analyzed the difference substitute teaching experience made for first-year teachers in classroom management efficacy. The researcher sought to understand if this type of experience helped develop classroom management efficacy. The research analyzed if there was any difference in classroom management efficacy based on the amount of experience substitute teaching. The researcher also analyzed if there was a difference in classroom management efficacy based on any training the substitutes had during the experience. Additionally, the researcher used two open-ended questions in order to gather more insight into the difference substitute teaching experience made as well as the impact of Covid-19 on the development of classroom management efficacy. Findings indicated the amount of substitute teaching experience did make a difference in participant’s classroom management efficacy development. Also, the trainings provided to undergraduate substitute teachers made little difference in the classroom management efficacy of participants.

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