Pan-Canadian Teacher Induction Survey

Methodology

•  Data Cleaning

•  Descriptive Statistics (percentages, means, standard deviations)

•  N = Entire Sample (1343), n = sample used for specific data

Respondents By Province

Age of Respondents

N= 1343, n= 1330

Gender of Respondents

[CATEGORY NAME] - [VALUE]

[CATEGORY NAME] - [VALUE]

N= 1343, n= 1336

Academic Credentials

N= 1343, n= 1341

1281

67 43 11

364

0

200

400

600

800

1000

1200

1400

B. Ed M. Ed. M.A. Ph. D. or Ed. D Other Credentials

Am

ount

of

Peop

le

Academic Credentials

Institution of Teacher Education

University of Alberta 15%

Queen's University 13%

University of British Columbia 8%

Simon Fraser University 5%

Nipissing University 4% University of Prince Edward Island

4% University of Lethbridge

4%

University of Ottawa 3%

Other 44%

N= 1343, n= 1276

Province of Accreditation

38%

23%

18%

5%

5%

4%

3%

1%

1%

1%

0.30%

0.15%

2%

0% 5% 10% 15% 20% 25% 30% 35% 40%

Ontario Alberta

British Columbia Quebec

Manitoba Sasketchewan

Newfoundland and Labrador New Brunswick

Nova Scotia Prince Edward Island

Nunavut North West Territories

Outside of Canada

N= 1343, n= 1320

Province Currently Teaching In

33%

27%

18%

5%

4%

6%

2%

0.38%

0.38%

0.38%

1%

1%

0%

1%

0% 5% 10% 15% 20% 25% 30% 35%

Ontario Alberta

British Columbia Quebec

Manitoba Sasketchewan

Newfoundland and Labrador New Brunswick

Nova Scotia Prince Edward Island

Nunavut North West Territories

Outside of Canada Yukon

N= 1343, n= 1332

Province of Accreditation VS Province Currently Teaching in

0%

5%

10%

15%

20%

25%

30%

35%

40%

Province of Accreditation Province Currently Teaching In

Experience as Occasional Teacher

N= 1343, n= 1332

Yes 85%

No 15%

If So, Duration of Experience as Occasional Teacher

N= 1343, n= 1152

28%

19%

22%

15%

8% 9%

0%

5%

10%

15%

20%

25%

30%

Less than 1 year

1 year 2 years 3 years 4 years 5 years

Years Teaching

First Year 20%

Second Year 23%

Third Year 21%

Fourth Year 16%

Fifth Year 20%

N= 1343, n= 1330

Grade Level Experience

35%

41% 41% 41% 43%

45% 45% 46% 47% 44%

42% 40%

37%

14%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

N= 1343, n= 1339

Current Grade Level

N= 1343, n= 1335

16%

21% 21% 20%

21% 21% 21%

23% 23%

25% 26%

25%

22%

16%

0%

5%

10%

15%

20%

25%

30%

Teaching Within Subject Area

N= 1343, n= 1334

37%

63%

0%

10%

20%

30%

40%

50%

60%

70%

Teaching Outside Their Subject Area Teaching Their Subject Area

Ratio of People Currently Teaching Outside of the Grade Level Trained For

N= 1343, n= 1334

Length of Time at Current School

37%

23%

22%

10%

5%

4%

0% 5% 10% 15% 20% 25% 30% 35% 40%

Less Than 1 year

1 year

2 years

3 years

4 years

5 years

N= 1343, n= 1315

Teaching Outside of the Typical Classroom Setting

N= 1343, n= 892

Location of Current School

N= 1343, n= 1330

0

50

100

150

200

250

300

350

400

Large City Small City Suburban Area

Town Rural Remote Northern

Designated and Receiving Funds as a High Needs School

N= 1343, n= 1329

Yes 14%

No 40%

Don’t Know 46%

Type of Support as a Beginning Teacher

45%

82%

37%

56%

73%

27%

49%

18%

7%

45% 47% 40%

60%

43%

5%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

N= 1343, n= 1329

Source of Support

Provincial Government 5%

Teacher's Union/ Federation 18%

District Schoolbard / School Divisions

35%

My School 37%

Community Organization 1%

Other 4%

N= 1343, n= 1312

Most Beneficial Type of Support Received

N= 1343, n= 1299

Has Support Met Your Needs?

N= 1343, n= 1159

Yes Strong Formal Programming New Teacher Orientation, PD

  Colleague Support Colleagues Listen, Resources from Colleagues, Collaborate with Colleagues, Informal Colleague Support, Experienced Mentor Support, Colleague Observation,

  Support from Above Administration Support, Administration Feedback, District Support, Union Support

  Personal Experience Planning Time, Feeling Comfortable/Confident

No Lack of/Poor Formal Programming

Too Much Time Away, Orientation, No Mentor, Had to Seek Support, Inadequate Planning Time (pre-and during teaching), PD

  Colleague Support No resource sharing, poor relationship with mentor, No observation

  Lack of Support from Above Administration not Supportive, Poor Implementation of Support, Student Needs

  Personal Experience Expectations not Communicated, Feeling Undervalued, Feeling Isolated, Afraid to Seek Help, Support Added Stress

Somewhat    

New Teacher Experience

N= 1343, n= 1317 N= 1343, n= 1315

New Teacher Experience

N= 1343, n= 1322 N= 1343, n= 1307

New Teacher Experience

N= 1343, n= 1304

Have You Had a Mentor?

N= 1343, n= 926

Multiple Formal Mentors 1.7%

Mentorship

N= 1343, n=1125 N= 1343, n=1118

Mentorship

N= 1343, n= 1122 N= 1343, n= 1120

Mentorship

N= 1343, n= 1121

Mentorship

N= 1343, n= 1120 N= 1343, n= 1115

Mentorship

N= 1343, n= 1107

Mentorship

N= 1343, n= 1116 N= 1343, n= 1112

Mentorship

N= 1343, n= 1117 N= 1343, n= 1115

In What Ways Has Your Mentor Been Most Valuable To You and Your Teaching?

N= 1343, n= 854

Collaborating Report Cards, Planning, Developing Resources

Guiding Teaching Resources, Modeling Teaching, Modeled Communication,

Guiding Non-Teaching

Feedback, Advice, First-Time Experiences (parents, failing), Advocating, Non-Teaching Related (Admin), Routines and Procedures, Encouragement, Network, Pushing, Answered Questions, Information About Students, Emotional Support

What Challenges, if any, Have You Experienced With Mentoring Processes,

Structures, or Relationships?

N= 1343, n= 757

Processes Time to Meet, Information not Passed On, Knowing our Responsibilities, Added More Work

StructuresWanted Observation, Wanted Feedback, Out of Subject Area/Grade, Budget to Fund Meet-Ups,

Not Enough Formal Activities Related to Mentorship, Not Within School, Feeling Beneath Someone

Relationships Different Styles/Personalities, Mentor didn’t care, Mentor did not share Resources,

Administration

N= 1343, n= 866

Administration

N= 1343, n= 868 N= 1343, n= 872

Administration

N= 1343, n= 864 N= 1343, n= 874

Administration

N= 1343, n= 1193 N= 1343, n= 1195

Administration

N= 1343, n= 1196 N= 1343, n= 1181

Administration

N= 1343, n= 1192

I Know My Current School Administrator Wants Me To Succeed Because…

N= 1343, n= 859

Verbalized Gives Advice, Encourages, Wants Me here, Clear About Goals and Hopes for Me, Positive Feedback, Assures me it is OK when things happen

DemonstratedProvides Support, Available to Talk, Offered Contract, Cares About Me, Collaborates,

Observes, Opportunities for PD, Checks In, Helped Through Evaluation Process, Listens, Recommended for Work, Wants School to Succeed, Trust, Pushes/Challenges, Covers Classes

  Don’t Know

Administration

N= 1343, n= 1110 N= 1343, n= 1071

Administration

N= 1343, n= 1094 N= 1343, n= 1145

Administration

N= 1343, n= 1141

Career Development

N= 1343, n= 1127 N= 1343, n= 1139

Career Development

N= 1343, n= 1132 N= 1343, n= 1128

1%

Career Development

N= 1343, n= 1124 N= 1343, n= 1134

1%

Career Development

N= 1343, n= 1124 N= 1343, n= 1114

Career Development

N= 1343, n= 1121 N= 1343, n= 1097

Career Development

N= 1343, n= 1107 N= 1343, n= 1064

Career Development

N= 1343, n= 1103 N= 1343, n= 1062

Where Does The Expectation For You To Engage In Professional Learning And

Development Come From?

N= 1343, n= 892

Senior Administration (pressure, encouragement), board, teaching quality standard, provincial government

Colleagues Recommended, professional teachers association (ATA)

Personal Desire to help students, desire to grow, desire to stay current

In Your First Years Teaching, What Have You Found To Be The Best And Most Effective

Source For Your Professional Development?

N= 1343, n= 953

Personal ventures Social media, online resources, the classroom, time to focus on personal growth

External sourcesOther teachers (observations, conversations, collaborations, informal mentorship),

embedded PD (conferences, content sessions, mentorship sessions, school based PD, new teacher program), resource sharing, ATA, school district publications, external

learning centers

Career Development

N= 1343, n= 1123 N= 1343, n= 1160

1%

Career Development

N= 1343, n= 1140 N= 1343, n= 1064

1%

Career Development

N= 1343, n= 1163 N= 1343, n= 1052

1%

1% 1%

0.3%

Career Development

N= 1343, n= 1164 N= 1343, n= 1161

0.08%

0.6%

0.2%

0.8%

Career Development

N= 1343, n= 1153

0.4%

What Factors Have Been Instrumental In Your Continuing In The Teaching Profession?

N= 1343, n= 894

InternalSelf-reflection, work/life balance, reminding self of limits, income, hope for change, passion (teaching, subject area, helping students), enjoyment, feeling capable, desire to improve, identity, don’t want to give up, lifestyle

(hours, summer), rewarding job, challenge, faith (religion)

External Students, colleague support, administration, PD, counseling, community (school), family support (friends)

What Helps You To Sustain Your Own Well-Being And “Flourish” Or “Thrive” As A

Beginning Teacher?

N= 1343, n= 916

Personal Work/life balance, confidence in abilities, passion, good sleep, daily successes, physical activity,

faith, working nights and weekends (planning), perspective/tempered expectations, organization, work ethic, time for reflection, prep time

Staff Mentor, positive environment (work), asking for help, administration support, resource sharing, collaboration with others, colleague support

Structures Part-time work, sick days, professional learning time, students

How Do You Feel The Intensity And Pace Of The Work Of Teaching Has Affected Your

Induction And Socialization?

N= 1343, n= 850

Personal Want more downtime at home, fatigue (physical and mental), negative impact on social life, affected family time, better over time, become introverted, feeling isolated,

Work

No social life because working too much, busy, school community social life has improved and personal social life has declined, no time for extra curricular, always extra jobs

(supervision), work is all consuming, staff rooms are negative zones, become more negative, workload too intense, teachers become friends because they understand demands, tough at

certain times (report cards)

What Advice Would You Give A Teacher Just Starting His/Her Career?

N= 1343, n= 923

InternalMake it through first (year, 4 months), temper expectations, take risks, advocate for

yourself, have fun, don’t take things personally, pace yourself, don’t expect affirmations, make sure it is for you, prioritize, exercise, expect change, expect

criticism

ExternalAsk questions, find balance, plan, don’t be afraid to teach differently (than mentor), go electronic, find mentor, find good resources, try substitute teaching, know the

curriculum, know the students, hands on activities, pick your battles, live close to the school, get involved in the school community, communicate with parents

If You Were A Mentor To A Beginning Teacher, What Would You Be Sure To Do?

N= 1343, n= 893

RelationshipBe encouraging, be honest, be supportive, be approachable, regularly check in, check on personal health, be confidential, do something outside of work together, ask them

what they need

Teaching/ School-Related

Share resources, build their network, observe them/offer observation, show different teaching styles, edit their plans if desired, help with routines (school transition), talk

about profession, collaborate (plan, classroom strategies), provide feedback, help with time management, help them deal with administration (advocate)

Is There Anything Else You Think Is Important For Us To Know?

Support Admin makes a difference, evaluations unfair, lack of resources and support, need more team teaching, school community makes a difference, unfair class assignments

ProfessionTraining needs improvement, not paid enough, teacher burnout, mental health of teachers, emphasis on students passing, government changes initiatives too often, Reg. 274 not helpful, expectations for teachers too high, lack of jobs, hiring systems poor, hiring systems inconsistent, lack of specialization, need smaller classes, not enough prep

time, parents challenging, teaching is rewarding

Mentoring and Induction

No mentoring support up north, mentor teachers need more training, want extended mentoring and support, need observation, NTIP too vague, non-permanent staff need support, new teacher support too time consuming, no

induction program, apprenticeship model, mentoring makes a difference

N= 1343, n= 518