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Substitute: A Psychological Study

Separation The effects of maternal separation on a child's emotional and cognitive development have received attention (2, 3), but the authors could not find in either the educational literature or the psychological literature any discussion of the effects of temporary teacher separation on a pupil's functioning. Despite the lack of empirical research, we know from experience that if there is a good relationship between teacher and pupil, the children often react in some way when their teacher is temporarily absent. Our first hypothesis is that the pupils' reaction to separation from the teacher is parallel to (although less intense than) the response to separation from a parental figure. This assumption is reasonable if we accept the notion that children often perceive their teachers as an extension of parents and transfer attachments and conflicts from parents to teachers. This transfer of feelings is understandable, given the length of time the child spends with the teacher each day, the child's general emotional dependence on adult figures, and the parenting function manifest in the teacher's role. If we view the regular teacher as an extension of the child's parents, we can more clearly understand the pupils' reactions to a teacher's absence and appreciate the underlying reasons for the pupils' response to the substitute teacher. If we compare classroom relationships to those in a family group, the regular teacher would be analogous to a natural parent and the pupils to the parent's children. If we extend the analogy further, the substitute teacher would represent a stepparent or a foster parent. Folklore and popular stories emphasize the tense relationships between stepparents, natural parents, and their children. The stepparent is often portrayed as cruel and depriving-one who makes life miserable for the stepchildren and maintains an uneasy truce with the natural