Understanding the Early Career Teachers’ Needs: Findings from the Pan-Canadian Survey

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Abstract

Socialization of early career teachers (ECTs) across Canada is situated within the dynamic contextual landscape which both influences their development and practice and also dictates professional expectations. Our pan-Canadian research study examined the differential impact of induction and mentorship programs on ECTs’ retention across the provinces and territories of Canada. This article outlines the results from a pan-Canadian Teacher Induction Survey (N=1343) that examined ECTs’ experiences with induction support, mentorship, working environment, and career development. Our findings showed that despite geographic, contextual and policy differences, there were similarities in the needs of ECTs regarding the induction, mentoring, and administrative supports for career development. This study provides insight and feedback about what is working well and what might be improved upon in terms of policies, initiatives and processes for mentoring, induction, and retention practices for the early career teachers in Canada.

Author Biographies

Benjamin Kutsyuruba, Queen's University

Benjamin Kutsyuruba is an Associate Professor of Educational Policy and Leadership, and School Law and Associate Director, Social Program Evaluation Group at the Faculty of Education, Queen's University. Throughout his career, Benjamin has worked as a teacher, researcher, manager, and professor in the field of education in Ukraine and Canada.

Keith D. Walker, University of Saskatchewan

Dr. Walker is a Professor of Educational Administration and Johnson-Shoyama Graduate School of Public Policy at the University of Saskatchewan in Canada. In large part, Keith’s university work consists of research and scholarly writing, teaching in both educational administration and public policy, and service to university and field-based partners. Keith has been a senior faculty consultant with the Saskatchewan Educational Leadership Unit, at the University of Saskatchewan, for almost 25 years.

Ian Matheson, Queen's University

Ian is an Assistant Professor of Special Education at the Faculty of Education, Queen's University. Ian is certified as an elementary school teacher, and has worked as an occasional teacher, as well as an instructor in specialized programs with adolescents who struggle with literacy. He spent a year as a faculty member in Inclusive Education at the University of Regina prior to coming to Queen’s University. He is a member of the Canadian Research Centre for Inclusive Education, as well as an executive member with the Canadian Association for Educational Psychology.

John J. Bosica, Queen's University

John Bosica is a PhD candidate in the Faculty of Education at Queen’s University. With a BScH from Queen’s University and MSc in Mathematics from the Royal Military College of Canada, John focuses on mathematics education in preservice teachers.

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Published

06-07-2020

Issue

Vol. 5 (2020): Considering national and international teacher professional development

Section

Articles

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Copyright (c) 2020 Benjamin Kutsyuruba, Keith D. Walker, Ian Matheson, John J. Bosica

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