In Alberta, after a time of incredible unrest, the professional identity of teachers is being reshaped under immense pressure.
When I was a new teacher in the 2000s, I thought that my teacher identity was grounded in stability, shared purpose and trusted expertise. But now I think teacher identity sits at the intersection of political turbulence, escalating classroom demands and a rapidly shifting curriculum landscape. The result is a profession grappling with profound instability, and yet still able to navigate its collective strength and moral purpose. In the midst of uncertainty, teachers continue to move forward in the best way they can.
Recent data collected from teachers by the ATA paints a stark picture. Ninety-five per cent of Alberta teachers report feeling stressed, and over 94 per cent express pessimism about the future of their profession. This reflects the strain felt after years of policy upheaval, labour conflicts and expanding expectations placed on teachers.
With student needs intensifying across behavioural, cognitive, language and socioemotional domains, teachers are no longer just teachers. They’re caregivers, interventionists and first responders to youth mental health. How does this affect our identity as a profession?
Instability in the labour landscape for Alberta teachers has been another challenge that has not only disrupted school communities but shaken teachers’ sense of autonomy and professional respect. When a government restricts rights, it sends a clear message about how teacher expertise is valued. For many, this has pushed their professional identity toward activism.
The turbulence for teachers doesn’t end there. Alberta’s curriculum has been in constant motion, and there is an expectation for teachers to implement new content while also completing literacy and numeracy screenings and digital provincial assessments. When curriculum development feels top down, teachers are pushed further from their identity as pedagogical decision makers trusted to interpret, adapt and deliver meaningful learning.
And still, amid these challenges, powerful threads of resilience define Alberta’s teaching force. Teachers’ conventions are abuzz with excitement, with teachers learning new strategies they can bring back to their classrooms. Across the province, we also see members demonstrating leadership in their schools and communities, with the ATA News highlighting the remarkable achievements of teachers and school leaders. Further, creative pedagogical approaches—like those celebrated in ATA Magazine’s award winning exploration of outdoor and unconventional teaching spaces—show a profession that is still driven by innovation and a deep commitment to student experience.
The truth is that instability may be changing teacher identity, but it is certainly not diminishing it. It is forcing teachers, individually and as a profession, to clarify who they are, what they value and how fiercely they are willing to fight for the conditions their students deserve. Alberta’s teachers are redefining their professional identity not through the pressures placed upon them, but through the purpose they continue to uphold. In a time of uncertainty, they remain the steady force ensuring that classrooms are still places of possibility.
I welcome your comments. Contact me at kristine.wilkinson@ata.ab.ca.
ATA News Editor-inChief
