In Canada, teacher turnover rates mainly refer to the public school education system. This is when teachers leave their school after only a short period of employment, essentially resulting in a conveyor belt of new teachers arriving and then leaving schools. New, younger teachers are mainly responsible for the growing turnover rate in schools. Professor Rob Tierney from UBC’s Faculty of Education says this is because new teachers often “burnout” in their early years of teaching, being unaccustomed to the workload and hectic school environment. Newer teachers also seem to be unprepared at dealing with behavioural and discipline problems among students, especially teenagers who are more likely to challenge authority. Teacher turnover rates are even higher in rural areas where new educators are viewed as “outsiders” to the community.
According to 2004 figures from the Canadian Teachers’ Federation, around 30% of Canadian teachers leave their teaching job in their first five years of employment. Why is this an issue? Take the successful Finnish school system for example. In the majority of Finland’s schools, students are taught by the same educator for many successive years. That is because students benefit from developing a lasting and meaningful relationship with their teacher. This arrangement helps students feel more comfortable in the classroom, leads them to ask questions during lessons, and the teachers have experience with each of their pupil’s needs. With a high rate of Canadian teacher turnovers, public school students are unable to building a relationship with their educators and each new teacher must try to learn about each student’s needs and personalities within a limited timeframe. Students may also be more easily overlooked in class, putting them at risk for absenteeism and falling grades.
What helps teachers from leaving their position? In 2006 Cassandra Guarino, Professor of Education and Public Policy at UC Riverside, and her co-authors found in their review of the teacher attrition literature that “schools that provided mentoring and inductions programs had lower rates of turnover for new teachers. As well, schools that gave teachers greater autonomy and support from administration had better success in keeping their teachers”. This helps explain why IB World private schools in Ontario do not experience teacher turnovers (at least not to the degree of the public school system). Teachers at IB private schools already have years of teaching experience under their belt, and they have undergone additional training to become IB certified educators. This means they have the experience and training to succeed in a rigorous teaching environment. In conjunction with guaranteed small class sizes, our private school IB teachers are able to build meaningful relationships with their students, whose academic future they take to heart. Furthermore, at St. Jude’s Academy, our professional development program ensures our teachers have a great support network.