The Lived Experiences of Substitute Teachers in Public Schools

Authors

Ferne John E. Gaas, Michelle S. Calimpong

Abstract

This study explored the lived experiences, professional challenges, and coping mechanisms of substitute teachers in public schools in Sinacaban District and a neighboring district in Misamis Occidental during School Year 2025–2026. Twelve purposively selected substitute teachers participated in interviews guided by validated questions. Interview narratives were transcribed, coded, and organized through thematic analysis, with NVivo reported as an aid to data management. Findings identified nine areas of lived experience, including initial emotional responses, preparation, instruction, classroom management, relationships, additional responsibilities, professional learning, and reflection. Eight categories of professional challenges extended from predeployment requirements to classroom demands and post-contract employment uncertainty. Ten coping categories encompassed faith, emotional regulation, adaptability, professional development, collegial support, work organization, supplemental income, goal-setting, social support, and reflective learning. The findings underscore that temporary appointment does not lessen instructional responsibility; rather, substitute teachers navigate classroom continuity alongside uncertain employment conditions. Structured induction, access to instructional resources, mentoring, and more responsive administrative support are recommended.

Keywords

substitute teachers; lived experiences; phenomenology; professional challenges; coping mechanisms.