Teacher Attrition in a Northern Ontario Remote First Nation: A Narrative Re-Storying

Abstract

Increasing teacher retention in First Nations communities has been identified in the literature as requiring attention. When attrition rates are high and teacher efficacy, quality of student experience, and overall academic achievement is compromised, efforts to mobilize plans for stability are needed. Through a narrative re-storying approach this paper unpacks the challenges and opportunities related to teacher attrition in one remote First Nation community in Northern Ontario. Although teacher attrition is inevitable, it is necessary to re-envision attrition factors as a plan for retention. Community integrated induction and mentorship programming, and continuous and multi-year contracts are two possible approaches to boost retention. Teacher education is also explored as a long-term approach to address teacher attrition from a system perspective. In all approaches, collaborative effort, engagement, and funding are needed from the federal government, local education authorities, and faculties of education to increase teacher retention in remote First Nation communities.

Teacher Mobility: What Is It, How Is It Measured and What Factors Determine It? A Scoping Review

“…In this same group, factors such as the long working hours involved in the teaching profession [ 51 , 115 , 183 , 241 ] and having temporary contracts [ 73 ] stood out. Moreover, a lack of job placement or induction programs [ 30 , 194 , 235 ] and the type of schools with public administration, characterized by their systems and specific salary policies [ 124 , 134 , 137 ], were associated with greater teacher mobility.…”

“…For this reason, there is increasing evidence on the factors that may be associated with this phenomenon [ 3 , 4 , 5 , 10 , 15 , 16 , 28 ]. In this area, a sufficiently large body of literature allows us to approach the factors associated with this phenomenon [ 3 , 10 , 16 , 29 , 30 , 31 , 32 , 33 , 34 ], which have approached mobility from two different perspectives. These perspectives refer to the phenomenon before and after it occurs, that is, the intention to leave and leave.…”

“Surviving and Thriving”: An Autoethnography of a Black Afro-Caribbean Early Career Teacher in a Northern Ontario First Nation Community

“…Why were the environment and situations creating these thoughts? Burleigh (2020) answers this question best: "The connection between student success and teacher quality meets at the nexus of how teachers in FN communities conceive their work, the roles they assume in doing so, and, most importantly, how they can unpack and resist the colonial nature of their own educational experiences and teacher education" (p. 709). Based on Jody-Ann's reflections, we believe she had to resist these forces throughout her three-year placement.…”