Substitute Teachers Want Training, Flexibility, and Pay Clarity

A national survey of more than 18,000 substitute teachers across 46 states finds many are veteran, credentialed educators—yet large gaps remain in training, classroom support, and community connection. Most plan to return next year, but differences by region s

On a random school morning. the substitute shows up with a plan and a hope—then often finds the classroom ready. but the support system less so. In districts across the country, that mismatch is now getting quantified. A national survey of substitute teachers released May 6. 2026. paints a portrait of a workforce that is more experienced than many districts expect. while also making clear where districts are falling short.

The survey. conducted by Red Rover with the Substitute Management Council (SMAC). drew on over 18. 000 completed responses from substitute teachers in K-12 districts across 46 states. The findings frame today’s substitute workforce. what they want. and what districts can do differently to improve job satisfaction and day-to-day classroom effectiveness.

“Uncovering the experiences and preferences of substitute teachers across K-12 districts nationwide,” the announcement says, is meant to give K-12 HR managers and administrators actionable insights for placing the best educators in classrooms every day.

The survey’s headline demographic picture is not what some districts might guess. The majority of substitute teachers surveyed are veteran female educators. The substitute pool is primarily women (81.5%). Among the female respondents. 27% fall within the 30–45 age bracket. while nearly 60% are over 46 years old and are currently a retired teacher or certified educator. Close to 30% of respondents also hold a master’s or advanced degree.

But age and experience don’t automatically translate into plans to stay on the traditional teaching track. Interest in permanent teaching roles is lowest among older substitutes. Over 80% of those aged 46–61 and over 95% of those aged 62–80 say they are not interested in pursuing a permanent teacher placement. In that same older age range. flexibility. supplemental income. and community engagement are described as top factors influencing desire for substitute teaching positions. with 33% reporting they are currently a retired teacher.

First-year substitutes show a different pull. Half of substitutes in the 18–45 range hope to or are currently working on receiving certification to become permanent teachers.

Training and classroom preparation—where substitutes often feel the strain—appear to be a major dividing line. One in four respondents said they never received any training. Among those who listed the areas of greatest need, classroom management and using technology in classrooms ranked highest. The survey treats those gaps as more than skills issues. linking them to substitute readiness and the stability of classroom environments.

Even with those shortcomings, many substitutes say they plan to keep coming back. Nearly 75% of respondents say they are planning to continue a career in substitute teaching, while only 1.4% plan to stop working. For districts looking to reduce churn and maintain coverage, that level of intent creates a clear opening for retention strategies.

The survey also captures the motivation behind that willingness. Across respondents in all 46 states, nearly 90% are motivated by mission and making an impact on student outcomes. Equitable pay ranks as the second most important factor, with 85% listing it among what matters.

Yet pay and job satisfaction don’t move uniformly across geography. District challenges vary, and the survey shows the differences in numbers.

In the Northwest. the substitute pool is described as youngest. with 49.8% aged 18–45—but the retention rate there is the lowest at 68.2%. In the Southwest, 87.8% prioritize equitable pay amid economic pressures, and 26.6% view their substitute teaching role as a gig worker. The Midwest. meanwhile. is shown as the most experienced workforce: 23.1% have over six years of teaching experience. and 76.8% plan to continue in a substitute position role.

The pattern the survey leaves behind is a practical one: job satisfaction is shaped not just by whether substitutes exist in a district, but by how training, classroom support, flexibility, community connection, and compensation align—often differently depending on region.

Dani O’Shaughnessey. Co-founder and CEO of Red Rover. said the survey was conducted to understand the profile of today’s substitute teachers and the challenges they face nationwide. gathering data so K-12 HR managers and administrators have insights that help place the best educators in classrooms every day. She added that by adapting strategies. districts can build a stronger. sustainable substitute workforce that supports educators and drives greater student success.

Jamie West, Executive Director of the Substitute Management Council, framed the findings through the needs substitutes say they have. He said insights from over 18,000 respondents show how important professional development, flexibility, and community engagement are for job satisfaction. At the same time. he emphasized that equitable pay and regional challenges also affect how effectively substitute teachers are supported today.

For districts weighing what to change next. the survey offers one straightforward direction: it argues that a one-size-fits-all approach won’t be enough to sustain a strong and engaged substitute workforce. Instead, it urges an adaptive strategy tailored to the unique needs of substitute teachers in each region.

The results are based on responses from over 18,000 substitute teachers in K-12 districts across 46 states. The survey questions covered demographic details, career aspirations, training needs, and perceptions of current support and compensation.

By the end of the year, the promise in the numbers is that many substitutes intend to return. But the urgency sits in the gaps: one in four reports never receiving training. and classroom management and technology support sit at the top of what they say they need. For schools relying on substitutes to keep learning moving. those are not abstract findings—they’re the difference between a substitute walking in with confidence and a substitute walking in to uncertainty. hoping the classroom will be ready for the day.

substitute teachers survey Red Rover Substitute Management Council SMAC K-12 districts job satisfaction professional development training gap equitable pay teacher retention classroom management technology in classrooms