During the 2021-22 school year, school administrators reported that approximately 72% of U.S. public schools experienced an increase in teacher absences compared to pre-pandemic years, and 49% noted more absences than the previous year. Complementing these, one substitute staffing firm found-based on data from school districts in 40 states-that up to 10% of teachers are absent daily, a notable rise from the pre-pandemic rate of 6%. This rise in absenteeism has led to a greater need for substitute teachers. However, variations in state qualifications for substitute teachers raise concerns regarding their effectiveness and impact on student achievement. Despite the growing body of research on substitute teaching in K-12 settings, there is a notable gap in studies examining its impact on early childhood education. This study seeks to address this gap by directly observing and comparing the instructional practices - opportunities to respond (OTR) and positive and negative feedback - used by lead and substitute teachers in preschool classrooms. Data were collected through 5497 min of systematic observations in an inclusive public preschool, using The Multiple Option Observation System for Experimental Studies Version 3 (MOOSESTM) software. The findings indicate that lead teachers provide significantly more OTRs and positive feedback than substitute teachers, with no difference in negative feedback rates. The findings are discussed in terms of practical implications for lead and substitute teachers. Also, the study highlights limitations and suggests directions for future research.
