Finding a path forward

Teachers are the heart of education, but their spirit is being tested as never before. Several Alberta Teachers’ Association (ATA) research studies have pointed to a troubling pattern: one in three Alberta teachers regularly contemplates exiting the profession, leaving the province or retiring from teaching. Many Alberta teachers also report that, if given a chance to start anew, they would do something other than becoming a K–12 teacher.

Leaving one’s vocation often comes after long periods of struggle. In fact, our research shows that teachers who exit the profession start planning approximately two years before their departure.

In the wake of this trend, Alberta teachers find themselves at a significant crossroads, a constellation of factors brought about by an increasingly unsustainable and complex K–12 context.

Context

In an ATA pulse research study conducted in December 2023, a majority of teachers and administrators reported an increase in the complexity and diversity of student needs in the classroom, including higher incidences of social/ emotional issues, behavioural challenges, cognitive needs, English as an additional language, socioeconomic factors and linguistic diversity.

Class sizes are reportedly getting larger while supports for students with exceptional needs are decreasing. This is leading to the belief that inclusion, while philosophically supported, is failing due to a lack of dedicated supports, resources and broader societal interventions. Further complicating matters is the rise of aggression in schools.

Exit interviews

To gain deeper insights into the state of the profession, in June 2023 the ATA conducted a series of exit interviews with members who’d decided to leave teaching in Alberta or the profession entirely. The findings generally reveal a shared sentiment of dissatisfaction that spans career stages. The narrative is clear: rather than incremental changes, Alberta teachers are seeking a seismic shift in how the profession is valued and supported.

The crux of the issues appears to lie at the intersection of work satisfaction and systemic demands. Our educational system is not just about imparting knowledge; it's about nurturing future Albertans, citizens and societal leaders, and that requires a well-supported and well-funded public education system. This environment has been compromised by an incessant drive for efficiency, a lack of support for inclusive classrooms, larger and more complex classrooms, a narrowing of curricular objectives to literacy and numeracy, and a global education reform movement that often overlooks the human element.

Call to action

The current situation is not sustainable. Workforce planning, often an overlooked aspect of education in Alberta for the last decade, has emerged as a pivotal need. Below are the five interconnected actions the ATA is recommending to prevent an exodus of teachers from the profession:

1. Reduce class sizes.

2. Enhance support and resources.

3. Strengthen teacher support systems.

4. Facilitate effective curriculum implementation.

5. Improve communication and respect.

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