Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2004. / Includes bibliographical references.

This study investigated and described the manner in which school leaders in the Gauteng North province of South Africa manage substitute educators as part of a strategy to manage educator absenteeism. This study attempted to uncover what management strategies are in place when educators cannot attend to their educational duties. This qualitative case study was guided by the following research question: “How do school leaders manage substitute educators in the Northern Gauteng province?” Using a conceptual framework made up of the elements of management, namely planning, organising, leading, and controlling (van der Westhuizen, 2003), the researcher collected data using semi-structured interviews with school principals. In selecting the first research site both purposive and convenience sampling was used - the criteria for the identification of the first school was whether it uses substitute educators, while the Northern Gauteng province was selected on the basis of convenience as it is within close geographic location to the researcher. Snowball sampling was employed to identify other schools in the Northern Gauteng province that use substitute educators. Ultimately, the study involved five principals that utilize substitute educators on a regular basis. The researcher determined that the main reasons for utilizing substitute educators are for maternity leave for female educators, illnesses like cancer, the hospitalisation of educators for surgery, and also for urgent private affairs and PILIR leave. Schools are lacking policies regarding their substitute educators, which can lead to hindrances in the utilization of substitute educators. All schools have difficulty in finding substitute educators with the ability to teach languages, especially for Afrikaans Home Language, and to a lesser extent English Home Language and English First Additional Language. Other subjects that are challenging to find suitable substitute educators for are Mathematics and Physical Science. The researcher also determined that principals are mainly responsible for the planning of the utilisation of substitute educators, and to a lesser extent the SMT’s. A factor that hampers the appointment of appropriate substitute educators at schools is the availability of finances. Some schools are not able to pay competitive salaries to substitute educators, although they attempt to remunerate them on the same scale as permanent educators. Due to the fact of better remuneration at other schools, quality substitute educators are often lost. The researcher discovered that newly appointed substitute educators’ progress is continuously monitored to ensure that they are well adjusted and that all issues are addressed. The majority of substitute educators are females who were in the teaching profession but left due to family reasons or because they did not want to commit to a specific school. Furthermore, the researcher discovered that the greatest challenge for schools is not knowing in advance when educators were going to be absent. Some educators wait until the last moment to inform the principal of their absence from school. A further challenge depends on the ability of the school to manage a substitute educator. An inexperienced principal may have more difficulty to address this matter. However, most schools have adequate procedures in place to monitor and control the use of substitute educators. Time is of the essence because of the tempo at which education in South Africa takes place. Recommendations for the management of substitute educators include the design and implementation of a compulsory, comprehensive, and focused school policy on the management of substitute educators. More support from the GDE would benefit schools when they are in need of a substitute educator, perhaps even by adjusting their own policy. Substitute educators that are regularly utilised at a school must be actively involved in professional development, especially regarding discipline. Schools need to create strategies to give feedback to substitute educators when they have completed their stint. Finally, the creation of a proficient data base of all educators who desire to do substitute teaching may prove to be quite useful. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / MEd / Unrestricted

Teacher absenteeism, retirement, and attrition have led to a widespread shortage of substitute teachers throughout the United States , resulting in the hiring of individuals who lack teacher certification and educational pedagogy. In the past decade, West Virginia joined many other states confronted with the decreased substitute teacher pool and the hiring of non-certified individuals in the classrooms. With the <i>highly qualified teacher</i> requirements of the No Child Left Behind Act of 2001 (NCLB), focus was situated on the adequate qualifications of substitute teachers. Many substitute teachers do not have the educational pedagogy or teacher certification necessary to be considered <i>highly qualified</i> by the NCLB. Mandatory training for non-certified substitute teachers lacking proper certification and educational pedagogy became the focus to <i>qualify</i> these individuals for the classroom. This study focuses on the self-efficacy of non-certified individuals attending the substitute teacher training in the Regional Education Service Agencies (RESAs) in the state of West Virginia to determine if their self-efficacy beliefs change after two days of mandatory substitute training or after classroom experience. The Teacher's Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Woolfolk-Hoy (2001) was the instrument used to measure the self-efficacy of non-certified substitute teachers. Findings indicate that the teaching self-efficacy of non-certified substitute teachers significantly increased from pre-training to post-training, but significantly decreased from post-training to post-teaching experiences. Additionally, findings revealed that age and gender did not have a significant influence on self-efficacy from pre-training, to post-training, to post-teaching. Finally, applications and ramifications of these results are then discussed. / Ph. D.

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Digitized by Kansas Correctional Industries

Thesis (Ed. D.)--Victoria University (Melbourne, Vic.), 2007. / Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis (Ph.D.)--Cleveland State University, 2009. / Abstract. Title from PDF t.p. (viewed on July 29, 2009). Includes bibliographical references (p. 376-390). Available online via the OhioLINK ETD Center and also available in print.