Leveraging Substitute Teachers as Educational Leaders

Abstract

This autoethnographic study explores the lived experiences of an advanced-degree holder and educator with expertise in leadership and education policy who worked as a substitute teacher in the Clark County School District. Despite my qualifications, I often felt underutilized and disconnected, revealing systemic barriers within the educational system. Using distributed leadership theory, I examine these challenges and uncover the untapped leadership potential of substitutes to make meaningful contributions to P-12 education. This study proposes actionable solutions, including substitute profile systems, comprehensive onboarding programs, and structured mentorship initiatives. The findings highlight the importance of shared leadership in fostering equity, professional growth, and workforce stability, offering practical insights into how substitutes can transition from temporary roles to integral contributors within educational systems.

1. Introduction

The increasing complexity of 21st-century education requires innovative leadership to address evolving technological advancements and diverse student demographics (Darling-Hammond et al., 2007). Educational leaders must focus on strategies that foster inclusivity, creativity, and equity, addressing systemic inequities and contemporary challenges at both global and local levels (Lumby, 2013). Substitute teachers, often overlooked, play a critical role in mitigating persistent teacher shortages and inequities in P-12 education systems (Duggleby & Badali, 2007; Garger et al., 2022). Despite their advanced degrees and diverse experiences, systemic barriers such as inadequate credentials, limited professional development, and lack of mentorship hinder their full potential (Duggleby & Badali, 2007). Leveraging this underutilized workforce is essential for improving teacher retention and student outcomes (Ingersoll & Smith, 2004; Jackson et al., 2019).

Education leadership extends beyond administrators, involving contributions from all stakeholders, including substitute teachers. Distributed leadership models highlight the role of non-traditional leaders in addressing workforce gaps and driving systemic improvements (Harris & Muijs, 2004). Despite their critical presence in large, resource-strapped districts, substitutes are often excluded from leadership opportunities. In the United States, persistent teacher shortages demonstrate the urgent need for innovative workforce strategies to stabilize educational systems and enhance outcomes (Sutcher et al., 2016).

1.1. Teacher Shortages

1.1.1. Global Context

Teacher shortages represent a significant global challenge, with countries across both developed and developing regions struggling to meet the demand for qualified educators. In low-income nations, limited funding, poor working conditions, and underdeveloped teacher preparation systems exacerbate the shortage, leaving millions of children without access to quality education (OECD, 2024). High-income countries face parallel issues, including an aging workforce and declining enrollment in teacher education programs. For example, recent data reveals that 33% of teachers in OECD countries are over 50, signaling an impending retirement crisis (OECD, 2024). Substitute teachers fill critical gaps worldwide but remain underutilized due to insufficient professional development and systemic exclusion from long-term workforce strategies (Duggleby & Badali, 2007). Addressing these issues globally requires innovative policies to improve teacher retention, professional development, and workforce sustainability.

1.1.2. U.S. Context

In the United States, teacher shortages have reached critical levels, driven by increasing student enrollment, high attrition rates, and reduced interest in the profession. The country loses approximately 8% of its teaching workforce annually due to attrition, far exceeding international averages (Sutcher et al., 2016). Furthermore, enrollment in teacher preparation programs has declined by 35% over the past decade (U.S. Department of Education, 2016). These shortages disproportionately affect high-poverty schools, where retaining qualified educators poses additional challenges due to poor working conditions, high student-to-teacher ratios, and limited resources (Simon & Johnson, 2015). In these contexts, substitute teachers are often employed as stopgap measures. However, inadequate training, mentorship, and professional recognition prevent substitutes from effectively supporting long-term educational goals (Duggleby & Badali, 2007; Ingersoll & Smith, 2004). Federal initiatives such as increased funding for teacher residencies and support for alternative licensure pathways aim to alleviate these shortages but require significant scaling to meet the growing demand.

1.2. Nevada and Clark County School District

Nevada exemplifies the acute challenges posed by teacher shortages, ranking consistently near the bottom in national education outcomes. The Clark County School District (CCSD), the fifth-largest district in the United States, serves over 300,000 students across urban areas such as Las Vegas, North Las Vegas, and Henderson, as well as rural communities (CCSD, 2022). The district reflects significant racial, ethnic, and socioeconomic diversity, with nearly 75% of its student population identifying as Hispanic, Black, Asian, or multiracial. This diverse demographic landscape heightens the urgency to address educational inequities exacerbated by ongoing staffing shortages (CCSD, 2022).

During the 2022–2023 school year, Nevada faced an 11% vacancy rate for teaching positions statewide, with CCSD reporting a 9.6% vacancy rate. These shortages disproportionately affected schools serving high percentages of historically marginalized students, further widening existing educational disparities (Nevada Advisory Committee to the U.S. Commission on Civil Rights, 2024). Substitute teachers have become an integral part of CCSD’s workforce. Nevertheless, systemic barriers such as inadequate onboarding, professional development, and mentorship opportunities hinder their capacity to address these challenges. Nevada has implemented initiatives such as the Accelerated Alternate Route to Licensure (A-ARL) program, which aims to streamline pathways for individuals transitioning into teaching roles. While these efforts represent progress, structural barriers persist, leaving long-term substitutes without access to critical resources such as health insurance subsidies or career development opportunities (CCSD, 2022).

Globally and locally, these shortages demonstrate the urgency of systemic reforms that integrate mentorship programs, distributed leadership practices, and professional support systems. Such reforms can empower substitute teachers to become long-term contributors to educational systems, ensuring workforce stability and improving educational outcomes (Jackson et al., 2019; Lumby, 2013). This study demonstrates how investing in substitute teachers can address workforce sustainability while enhancing student outcomes.

1.3. Demographics and Qualifications of Substitute Teacher

Substitute teachers bring diverse skills and qualifications to their roles, making them valuable assets in educational settings. Some possess advanced degrees or specialized expertise that could significantly benefit schools. According to the Education Policy Outlook 2024 by the OECD, 78% of teachers in schools attended by 15-year-olds hold at least a bachelor’s degree, and 44% hold a master’s degree (OECD, 2024). These statistics emphasize the high baseline qualifications of the teaching workforce, aligning with the observation that substitutes are often qualified yet underutilized.

In Nevada, substitute teaching requirements emphasize baseline qualifications to ensure quality educational support. These include earning at least 60 college credits and obtaining a valid substitute teaching license from the Nevada Department of Education. Additionally, CCSD substitutes must complete and pass a district training course. This license allows educators to teach all subjects from pre-kindergarten through 12th grade (CCSD, n.d.).

In addition to qualifications, demographic factors such as gender and age significantly shape the teaching workforce. Teaching remains a predominantly female profession, with women representing 83% of primary education teachers in 2022. This proportion declines at higher educational levels, with women comprising 68% of teachers at the lower secondary level and 60% at the upper secondary level (OECD, 2024). These statistics highlight the gendered dynamics of the teaching profession, which are reflected among substitute teachers who often mirror these trends. However, the underrepresentation of men in teaching, particularly at lower educational levels, suggests an opportunity to foster greater diversity in the workforce.

Furthermore, the teaching profession is experiencing a demographic shift due to an aging workforce. At the upper secondary level, 41% of teachers were aged 50 or older in 2022, an increase from 38% in 2013 (OECD, 2024). While specific data on the racial and ethnic composition of substitute teachers remain unavailable, the age and gender trends provide valuable insight into the broader context of workforce diversity and representation. Despite their qualifications, systemic barriers often prevent substitutes from fully contributing to educational outcomes, missing critical opportunities to leverage their skills to enrich school cultures and improve instructional quality.

1.4. Grounded in Personal Experience and Distributed Leadership

As a Black woman scholar-practitioner with a doctorate and over two decades of experience in higher education, I served as a substitute teacher in the CCSD. This role provided firsthand insights into the systemic challenges that hinder substitutes from fully contributing to educational outcomes. Despite possessing advanced qualifications and extensive expertise, I often encountered barriers that restricted my ability to support students and meaningfully engage with the broader school community.

This study, grounded in autoethnography as a methodological approach, employs distributed leadership as a theoretical framework to examine the systemic challenges and opportunities facing substitute teachers. Autoethnography allows critical reflection on personal experiences to uncover broader institutional issues (Chang, 2008). Distributed leadership emphasizes collaboration, shared responsibility, and recognizing diverse contributions. It is an ideal lens for exploring how substitutes transition from being viewed as temporary staff to integral contributors within P-12 educational systems (Lumby, 2013; Sergiovanni, 1992).

By focusing on collective engagement rather than hierarchical structures, distributed leadership highlights the potential for substitutes to play pivotal roles in addressing systemic challenges and fostering collaborative school cultures (Harris & Spillane, 2008). Within education, this approach ensures that individuals, regardless of their position, are valued for their potential to influence systemic improvements. Substitutes, often possessing advanced qualifications, bring unique skills that can enhance teaching and learning outcomes when effectively integrated into leadership structures.

Sergiovanni’s (1992) work emphasizes fostering environments where all members feel empowered to contribute to systemic progress. Distributed leadership provides a framework for identifying how substitutes’ skills and experiences can be leveraged to build more collaborative and inclusive school communities. This theoretical lens aligns closely with the goals of this study, offering a pathway to reimagine educational systems that are equitable, inclusive, and capable of addressing contemporary challenges. This study aims to address the following question:

• How can substitute teachers be developed to enhance their integration as long-term contributors to P-12 educational systems?

This research offers pathways for systemic improvement and workforce development within education through actionable strategies grounded in personal experience and theoretical insights.

2. Literature Review

This literature review explores the underutilization of substitute teachers, professional and leadership development strategies, and the potential of distributed leadership as a transformative framework to empower them.

2.1. The Underutilization of Substitute Teachers

Substitute teachers play a critical role in maintaining instructional continuity during teacher absences. However, they are often marginalized within educational systems despite their skills and experiences (Reupert et al., 2023). With increasing teacher attrition due to burnout, inadequate support, and systemic inequities, integrating substitutes into school systems has become essential to sustaining workforce stability and student outcomes (Jackson et al., 2019; Sutcher et al., 2016).

Despite their importance, substitutes face systemic barriers such as inadequate onboarding and exclusion from professional development, limiting their ability to contribute meaningfully to school communities (Reupert et al., 2023). These challenges are compounded in high-poverty schools, where teacher shortages and inequities exacerbate the need for effective integration and retention strategies (Jackson et al., 2019). Excluding substitutes from leadership and collaborative roles perpetuates their undervaluation, further hindering their potential to support schools effectively (Garger et al., 2022; Sergiovanni, 1992).

Recognizing substitutes as integral contributors requires investments in onboarding, mentorship, and career pathways, enabling them to bridge systemic gaps and enhance instructional quality (Reupert et al., 2023; Sutcher et al., 2016).

2.2. Substitute Development

2.2.1. Leadership Development

Equitable leadership development is essential for cultivating a sustainable and diverse educational workforce. Substitute teachers bring unique perspectives that can enhance inclusivity and innovation in school leadership (Garger et al., 2022). Leadership programs emphasizing mentorship, clear career pathways, and alignment with substitutes’ skills can empower these educators to transition into long-term roles, addressing systemic inequities while expanding workforce capacity (Shaw et al., 2021).

Sergiovanni (1992) advocates for fostering “substitutes for leadership” by cultivating environments where collaborative decision-making and shared responsibility are prioritized. Applying this principle to substitute teachers accentuates their potential to assume meaningful leadership roles, contributing to school culture and systemic improvement. Research on distributed leadership further emphasizes the value of shared responsibility in creating collaborative and inclusive school environments (Harris & Muijs, 2004; Lumby, 2013). By equipping substitutes with the tools and opportunities to take on leadership roles, educational systems can strengthen their sense of belonging while enabling them to drive meaningful change.

As Harris and Muijs (2004) argue, empowering all educational staff to engage in leadership roles fosters collaboration and drives improvement. Substitute teachers, particularly those with specialized expertise, represent an underutilized resource for such leadership opportunities. By leveraging their diverse skills, schools can transform substitutes into pivotal contributors to educational success, enhancing workforce stability and institutional outcomes.

2.2.2. Professional Development

Professional development programs are essential for equipping substitutes with the skills to transition into full-time teaching or leadership roles. These initiatives address teacher shortages by providing substitutes with certification and career advancement opportunities. However, limited awareness and inadequate support often reduce their effectiveness (Sutcher et al., 2016). Fasching-Varner et al. (2022) emphasize that teacher education programs must adapt to address systemic barriers, such as inadequate mentorship and training, which hinder substitutes’ integration into schools. Jackson et al. (2019) highlight the importance of tailoring professional development initiatives to improve retention, especially in regions like Nevada, where teacher shortages are critical.

The CCSD’s A-ARL program offers expedited certification. However, it faces limited awareness and navigational difficulties among substitutes (Nevada Department of Education, 2018). Jackson and Watson (2021) advocate for alternative licensure programs to prioritize mentorship and preparation, particularly for underrepresented groups, including Black and Latinx educators. Programs like A-ARL can enhance workforce stability and equity by addressing these barriers.

2.3. Mentorship & Sponsorship

Mentorship and sponsorship programs are pivotal in empowering substitutes and addressing systemic barriers to professional growth and retention. Jackson and Watson (2021) argue that alternative licensure routes must prioritize preparation and mentorship, particularly for historically underrepresented groups such as Black and Latinx educators. Structured mentorship programs provide substitutes with essential guidance, professional feedback, and growth opportunities, mitigating feelings of isolation and enhancing their integration into school communities (Duggleby & Badali, 2007; Shaw et al., 2021).

These programs support professional development and boost substitutes’ confidence and sense of belonging within the education system. Additionally, mentorship fosters empathy and cultural competency, equipping substitutes to meet students’ diverse needs (Shaw et al., 2021). Embedding mentorship into workforce development strategies can enhance professional satisfaction, improve retention rates, and address broader workforce challenges.

2.4. Onboarding of Substitutes

Onboarding refers to integrating new employees into an organization by providing them with the tools, knowledge, and support needed to succeed. Onboarding programs play a critical role in improving retention, as research indicates that prepared and supported substitutes are more likely to stay engaged and pursue long-term opportunities within the system (Sutcher et al., 2016). For substitute teachers, effective onboarding involves familiarizing them with school policies and procedures while equipping them with the skills and confidence to manage diverse educational settings. Unfortunately, many substitutes face inconsistent or insufficient onboarding, leaving them unprepared and disconnected from their school communities (Reupert et al., 2023).

Jackson et al. (2019) emphasize that structured onboarding can create a supportive environment for educators by addressing substitutes’ unique challenges, such as understanding school policies, expectations, and available resources. Garger et al. (2022) highlight the importance of onboarding programs, including leadership training and opportunities to engage with school culture and decision-making processes. These comprehensive programs prepare substitutes for their roles and help them contribute meaningfully to school improvement efforts. By addressing these gaps, onboarding fosters retention, enhances workforce stability, and ensures substitutes feel valued as essential contributors to the educational system.

3. Methods

This study employs an autoethnographic methodology grounded in distributed leadership theory to explore the untapped leadership potential of substitute teachers and the systemic barriers that limit their contributions within the CCSD. As a qualitative approach, autoethnography blends personal narratives with cultural and institutional analysis, situating lived experiences within broader systemic structures (Chang, 2008; Ellis, 2016). Distributed leadership theory complements this methodology by offering a conceptual framework emphasizing collaboration, shared responsibility, and empowerment at all organizational levels (Harris & Spillane, 2008). These approaches provide a comprehensive lens for examining how substitute teachers can transition from temporary roles to integral contributors within P-12 educational systems. The primary research question guiding this study is:

• How can substitute teachers be developed to enhance their integration as long-term contributors to P-12 educational systems?

3.1. Personal Experience as Data

This inquiry is deeply rooted in my seven-month employment (August 2018–March 2019) within CCSD. As a Black woman scholar-practitioner with a doctorate and over two decades of experience in higher education, I embarked on this journey to assess the viability of transitioning to K-12 education to extend my passion for student success. At a pivotal moment in my career, I sought to determine how my skills and expertise could be applied meaningfully in P-12 educational environments.

During this period, I served in dual roles as a guest teacher, fulfilling short-term teaching assignments when licensed teachers were absent, and as a supported professional engaged in extended duties, such as covering front-office tasks. These roles allowed me to observe the dynamics of CCSD’s educational workforce and irradiated the gaps between substitutes’ qualifications and their limited opportunities for meaningful engagement.

This study has two primary motivations. First, it seeks to honor the perseverance of classroom teachers. Second, it serves as a call to action for stakeholders within the educational landscape, especially in Nevada, to rethink policies, resources, and programs to retain licensed teachers and substitutes. By aligning substitutes’ qualifications with structured opportunities for professional growth, mentorship, and leadership, the system can address persistent teacher shortages while improving equity and educational outcomes.

3.2. Data Collection

Aligned with autoethnographic principles and distributed leadership theory, data collection methods captured the complexities of substitute teaching through qualitative approaches. During my tenure as a substitute, I collected data. Retrospective data sources included reflective journals, photographs, voice notes, and informal correspondence. Each method provided a unique lens for examining the interplay between personal experiences and systemic structures.

Reflective journals documented daily classroom interactions, systemic challenges, and leadership dynamics. These included 50 journal entries exploring mentorship gaps, professional recognition, and barriers to integration, providing a structured narrative of the substitute teaching experience (Chang, 2008). Photographs of instructional materials, classroom setups, and school environments complemented these reflections, offering visual context for the systemic disparities observed in under-resourced schools (Wang & Burris, 1997). Twenty-five photographs were collected for this purpose. Voice notes and class notes enriched the narrative by capturing real-time observations on classroom management strategies and interactions with students and staff, highlighting moments where distributed leadership could have been leveraged (Harris & Spillane, 2008). Twenty-five voice notes and accompanying class notes were used for this analysis. Informal correspondence with teachers, administrators, and fellow substitutes revealed shared challenges and opportunities for systemic reform, emphasizing the importance of mentorship and collaboration within educational systems. Ten informal correspondences were reviewed to provide additional context.

3.3. Data Analysis

The data analysis adhered to Braun and Clarke’s (2006) six-phase thematic analysis framework, enabling a structured and transparent qualitative data interpretation process. Distributed leadership theory augmented the analysis, providing a systemic lens for understanding patterns within the data.

The first phase involved familiarizing myself with the data, so I revisited reflective journals, photographs, voice notes, and informal correspondence multiple times. This process helped me identify recurring themes, such as underutilization of qualifications, lack of mentorship, and limited access to career pathways. For example, in one reflective journal entry, I documented the frustration of being excluded from meetings that discussed classroom policies despite my qualifications and willingness to contribute.

During the coding phase, I applied open and axial coding techniques to label meaningful data segments systematically. Codes such as “lack of onboarding”, “mentorship gap”, and “skills underutilization” emerged as significant patterns. For instance, photographs showing outdated classroom technology were coded under “resource disparities”, and voice notes highlighting exclusion from decision-making processes were labeled “role constraints”. NVivo qualitative analysis software facilitated the organization and integration of these diverse data types, enabling me to manage and analyze the material efficiently.

Theme identification involved grouping related codes into broader categories aligned with the research question. For example, the theme “Integration and Belonging” was derived from codes reflecting the absence of professional networks and inadequate onboarding processes. Similarly, “Distributed Leadership and Collaboration” was created from codes emphasizing substitutes’ potential to contribute meaningfully to shared decision-making and school improvement efforts. The identified themes underwent a rigorous review and refinement to ensure they accurately represented the data and aligned with distributed leadership theory. Cross-referencing journal entries with artifacts such as voice notes and informal correspondence validated the themes’ relevance and coherence. For example, the theme “Mentorship and Sponsorship” was reinforced by correspondence with colleagues discussing the absence of structured mentorship opportunities and their impact on professional growth.

In the final phase, themes were defined to encapsulate their essence. For instance, “Barriers to Leadership and Growth” were articulated as systemic inequities and bureaucratic hurdles that limit substitutes’ access to leadership roles and licensure programs. The last step synthesized the findings into a coherent narrative addressing the research question.

4. Finding & Discussions

The findings center on three key themes: Utilization of Highly Qualified Substitutes, Integration, Belonging, Opportunities for Retention, and Mentorship and Sponsorship. Each theme includes an overview and personal reflections integrated with distributed leadership theory to analyze systemic barriers and propose solutions. This approach highlights how shared leadership can enhance substitutes’ contributions, improve workforce stability, and foster equitable, collaborative environments, offering actionable insights to align substitute teaching practices with systemic needs and support professional growth.

5. Key Themes

5.1. Utilization of Highly Qualified Substitutes

5.1.1. Overview of the Theme

This systemic misalignment between qualifications and responsibilities results in inefficiencies that diminish job satisfaction and hinder the potential contributions of substitutes to educational systems. Sergiovanni (1992) calls to attention that integrating substitutes into leadership roles in instruction and school improvement could resolve such inefficiencies and optimize their potential to enhance educational outcomes.

5.1.2. Personal Reflections and Discussion

As a substitute with a doctorate, my experiences in CCSD frequently left me feeling underutilized. Assignments were limited to supervising pre-set lesson plans, offering little room for meaningful application of my skills. In one reflective journal entry, I documented observing students in a high school English class struggling with advanced writing concepts. Despite my background, I was restricted to maintaining classroom order rather than offering tailored instructional support. My background in educational leadership could have been leveraged to address these gaps through targeted workshops or curriculum adjustments. Similarly, administrative interactions were transactional, offering no avenues for discussing expanded roles. In an audio note recorded during a planning period, I expressed frustration about being excluded from discussions on school-wide curriculum planning despite possessing expertise in instructional design.

From a distributed leadership perspective, the lack of mechanisms to utilize substitutes’ expertise reflects a missed opportunity to share leadership responsibilities across the school system (Spillane et al., 2004). Schools forgo the potential benefits of tapping into a diverse and highly skilled workforce by limiting substitutes to repetitive tasks. In an informal email exchange with a fellow substitute, we discussed the systemic underutilization of substitutes, particularly those with specialized skills in STEM education, who were often assigned to unrelated classroom tasks like cafeteria monitoring or hall supervision.

Implementing a Substitute Profile System could decentralize leadership by systematically matching substitutes’ expertise to curriculum development or instructional mentoring roles, enabling more dynamic collaboration among school staff. For instance, in another journal entry, I proposed creating a skills inventory that substitutes could update regularly, allowing administrators to align substitute assignments with their expertise more effectively. Expanding responsibilities to include mentoring and peer support fosters shared accountability, transforming substitutes from passive role-fillers into active contributors to institutional goals. This approach addresses substitutes’ professional frustrations and enhances the system’s overall capacity to meet instructional needs.

Moreover, proactive initiatives like outreach programs for licensure pathways, such as A-ARL, could motivate highly qualified substitutes to transition into permanent teaching roles. Distributed leadership theory highlights that empowering all members of the educational workforce fosters a collaborative culture that improves outcomes for students and educators alike (Harris & Spillane, 2008). Despite my background in higher education and awareness of A-ARL as an option, not one administrator or teacher ever informed me about the program or provided materials detailing how to enroll. While in CCSD, I never saw information or guidance about licensure pathways specifically targeted at substitutes. This lack of communication highlights a significant gap in outreach efforts and reinforces the systemic barriers substitutes face in transitioning into permanent teaching roles. In a voice note, I reflected on A-ARL and whether it could have been an option for me. I noted that with mentorship and institutional support, I might have been encouraged to apply and potentially remain in the classroom as a long-term educator. By integrating substitutes more fully into the leadership structure, schools can simultaneously address systemic inefficiencies and build a more resilient educational workforce.

5.2. Integration, Belonging, and Opportunities for Retention

5.2.1. Overview of the Theme

Systemic barriers, such as inadequate onboarding and exclusion from professional activities, prevent substitutes from feeling integrated into school communities (Duggleby & Badali, 2007). These barriers perpetuate feelings of isolation and undervaluation, reducing substitutes’ motivation and retention. Programs like A-ARL and administrative pathways offer promising career routes, but insufficient communication and support limit substitutes’ access to these opportunities (Shaw et al., 2021). Simon and Johnson (2015) emphasize that fostering belonging through inclusive practices and mentoring enhances retention and workforce stability. Integration into a professional community is particularly critical in addressing systemic workforce challenges, as it provides substitutes with the tools and confidence to thrive in their roles.

5.2.2. Personal Reflections and Discussion

During my tenure at CCSD, I often felt disconnected from the school community due to a lack of meaningful onboarding. The onboarding process consisted of generalized online modules that inadequately prepared me for the complexities of classroom dynamics. In a voice note, I reflected on my first substitute assignment in a special education (SPED) classroom, where I served as a teacher aide. Despite my qualifications, I felt unprepared to manage the complexities of the role, particularly in supporting individualized education plans and behavior management. I noted, “I had no specific training for this assignment, but I did my best to help where possible. The teacher was happy to have the extra help, regardless of my qualifications or training”. Similarly, in a reflective journal entry, I wrote, “Being placed in a SPED classroom with no training was overwhelming. Even though I tried contributing, I felt like navigating in the dark”. This experience highlighted how the lack of role-specific onboarding hindered my ability to contribute effectively and underscored the systemic reliance on substitutes to fill critical gaps without sufficient support.

Additionally, there was no structured communication about professional expectations or opportunities for integration into school culture. For example, during staff meetings, substitutes were often excluded from discussions about school policies and classroom management strategies. In a reflective journal entry, I noted, “The exclusion from staff meetings made it clear that I was seen as a temporary fix rather than a part of the school community. This lack of inclusion made aligning my efforts with the school’s goals difficult”. Furthermore, professional development opportunities were not extended to substitutes, leaving gaps in critical knowledge that could have enhanced our effectiveness in the classroom.

Distributed leadership theory emphasizes that onboarding is not merely a procedural step but a foundational element of shared responsibility (Spillane et al., 2004). A comprehensive onboarding program emphasizing role-specific preparation and inclusive training for specialized assignments like SPED could alleviate these challenges. Furthermore, onboarding should include mechanisms for substitutes to feel more integrated into the professional community. For instance, substitutes should be included in staff meetings and professional development days to stay informed about school initiatives. In another journal entry, I noted, “The lack of communication left me feeling like an outsider. I only learned about classroom policies from students or after mistakes were made”.

Career pathways programs and retention incentives align with distributed leadership principles by fostering substitutes’ integration into collective efforts, ensuring they are seen as vital contributors to the school’s mission. These efforts would create a sense of belonging, reduce attrition, and motivate substitutes to consider long-term roles, ultimately stabilizing the workforce and improving the school culture. In a voice note, I reflected, “If substitutes felt properly trained and included in the professional team, many of us would view this as more than a temporary job”.

5.3. Mentorship and Sponsorship

5.3.1. Overview of the Theme

Mentorship and sponsorship are vital for professional development and retention in education, providing substitutes with guidance, advocacy, and opportunities for growth (Ingersoll & Smith, 2004). Despite their importance, many systems, including CCSD, lack structured mentorship opportunities for substitutes, leaving them disconnected and undervalued. Distributed leadership theory highlights that mentorship and sponsorship distribute leadership roles across the workforce, fostering collaboration and capacity-building within schools (Spillane et al., 2004).

5.3.2. Personal Reflections and Discussion

The absence of structured mentorship and sponsorship programs was a significant challenge during my time as a substitute at CCSD. Without access to experienced educators for guidance, I often struggled to navigate classroom management and adapt to diverse school environments. In a reflective journal entry, I wrote, “It felt like I was walking into each classroom blind. Every day without someone to guide me was trial and error, and I worried about how this affected the students”. For example, when faced with behavioral challenges in a new school setting, I lacked a mentor to offer practical advice or strategies. Instead, I relied on observation and experimentation, which led to inconsistent results. In a voice note, I reflected, “I wish someone had shown me how to de-escalate behavioral issues effectively. I was doing my best, but sometimes it felt like I was managing chaos”.

Distributed leadership theory focuses on mentorship decentralizing leadership by enabling shared learning and professional growth among educators. A structured mentorship program could connect substitutes with experienced staff, creating a collaborative environment that empowers substitutes to manage classrooms effectively while contributing to broader institutional goals. In another journal entry, I noted, “When I saw new full-time teachers receiving mentorship during their first year, I could not help but think, ‘Why not us?’ Substitutes face similar challenges but are left to figure it out alone”. Sponsorship initiatives would further enhance their professional trajectory by recommending substitutes for leadership roles or training opportunities, fostering a culture of growth and recognition. In a voice note, I reflected, “Having someone advocate for me would have made all the difference. Without that support, it felt like my contributions did not matter”.

These mechanisms address systemic barriers by embedding substitutes within a supportive professional network, ensuring they are equipped and motivated to thrive in their roles while contributing meaningfully to school communities. Transforming mentorship and sponsorship into central pillars of educational leadership enhances individual professional development and builds institutional capacity, advancing collective goals within the school system. Reupert et al. (2023) emphasize that mentorship programs create a sense of belonging and professional purpose, which are critical for improving retention and performance.

6. Conclusions

This study explored the systemic challenges and untapped potential of substitute teachers in K-12 education, focusing on the CCSD. Using Braun and Clarke’s (2006) thematic analysis alongside autoethnographic methods, this research highlighted systemic barriers, including underutilization of qualifications, lack of integration, and the absence of mentorship. These barriers limit substitutes’ contributions and exacerbate workforce instability, reflecting broader challenges faced in U.S. and global educational contexts.

Substitutes with advanced qualifications represent an underutilized resource for addressing teacher shortages and improving instructional quality. However, inefficiencies such as inadequate onboarding, limited career pathways, and lack of mentorship inhibit their ability to realize their potential (Nevada Department of Education, 2018; Simon & Johnson, 2015). These findings illustrate the need for systemic reforms to integrate better and support substitutes, aligning their skills with meaningful roles to foster career growth and improve school outcomes.

Key recommendations include implementing Substitute Profile Systems to document and match substitutes’ qualifications with appropriate assignments, Comprehensive Onboarding Programs to prepare substitutes for diverse roles, and Mentorship and Sponsorship Initiatives to provide guidance and professional development opportunities. These strategies align with distributed leadership frameworks, emphasizing shared responsibilities to build capacity, enhance collaboration, and improve instructional quality (Lumby, 2013; Spillane et al., 2004).

Future research should examine substitute teaching through diverse perspectives, including students, administrators, and policymakers, to capture a more comprehensive understanding of systemic needs. Comparative studies across regions and countries could identify shared challenges and innovative practices, offering scalable solutions to address global educational workforce issues.

In conclusion, leveraging substitutes’ potential is critical for addressing teacher shortages, fostering equity, and enhancing educational quality. By implementing these reforms, schools can transform substitutes into vital contributors to P-12 education, strengthening the capacity and resilience of educational systems worldwide.