studiVLK - Student substitute teachers in schools: investigating the effect of social support on the self-regulated occupational socialization of teacher candidates

• Applicant: Dr. André Meyer
• Subject Area: Educational Research on Socialization, Welfare and Professionalism
• Term: since 2025
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 561923288

Schools worldwide face a shortage of qualified teachers. In the European Union, approximately 40% of in-service teachers are expected to retire in the coming years, further increasing the demand for qualified school staff. To mitigate this shortage, schools are increasingly employing student substitute teachers who take on instructional tasks as part of part-time employment. This includes student teachers who, in some cases, begin working as substitute teachers during the early stages of their studies. However, student substitute teachers are still in training and do not possess full professional qualifications. For them, this part-time role represents an early entry into the teaching profession, differing from regular career entry in two key aspects: (1) their responsibilities within schools are rarely systematically defined regarding tasks and accountability, and (2) they lack structured support from experienced teachers. Despite limited empirical evidence, the Standing Scientific Commission (SWK) of the Conference of Ministers of Education and Cultural Affairs recommends the limited use of student substitute teachers to address the teacher shortage. At the same time, empirical research has shown that successful professional socialization is crucial for a positive career trajectory in teaching. Against this background, the present mixed-methods study examines student substitute teaching as an early and self-directed entry into the profession. The study investigates, on one hand, its impact on the professional learning of student teachers and, on the other hand, seeks to understand what support student substitute teachers receive in schools and how this support influences their professional growth. Specifically, we focus on the effects of social support from colleagues provided to student substitute teachers. Overall, this study aims to provide empirical evidence on the factors contributing to a successful entry into the teaching profession in general and to the specific circumstances of student substitute teachers. Unlike formal field experience, such as internships or the induction phase, student substitute teachers do not receive systematic guidance, which makes student substitute teachers a natural variation of novice teachers and allows new insights into the impact of social support within schools.

• DFG Programme: Research Grants
• Co-Investigator: Professor Dr. Sebastian Kempert