Employment experiences of substitute teachers in rural, regional and remote schools: a systematic review

Substitute teachers are critical for educational continuity, and as reliance on them grows amid workforce shortages, schools with staffing challenges are increasingly impacted. Research indicates substitute teachers experience diminished job security, professional development, wellbeing support and collegial connection. This systematic review examined 14 peer-reviewed articles published since 2010 on substitute teachers’ employment experiences in rural, regional and remote schools, where roles are broader and resources more scarce than in urban settings. The limited available research highlights challenges similar to urban peers: complex professional identities, conflicting professional positioning, little to no formal onboarding and supports and minimal long-term integration or career progression. Positive experiences stem from collegial support, personal agency and reframing identity from ‘temporary replacements’ to ‘essential contributors’. Local relationships shape experiences both positively and negatively. These findings highlight the urgent need for further research to inform future policy and support for substitute teachers in rural, regional and remote schools.