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dc.contributor.author Burleigh, Dawn
dc.date.accessioned 2021-03-31T01:07:48Z
dc.date.available 2021-03-31T01:07:48Z
dc.date.issued 2016
dc.identifier.citation Burleigh, D. (2016). Teacher attrition in a northern Ontario remote First Nation: A narrative re-storying. in education, 22(1), 77-90. en_US
dc.identifier.uri https://hdl.handle.net/10133/5853
dc.description Open access article. Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License (cc BY-NC-ND 3.0) applies en_US
dc.description.abstract Increasing teacher retention in First Nations communities has been identified in the literature as requiring attention. When attrition rates are high and teacher efficacy, quality of student experience, and overall academic achievement is compromised, efforts to mobilize plans for stability are needed. Through a narrative re-storying approach this paper unpacks the challenges and opportunities related to teacher attrition in one remote First Nation community in Northern Ontario. Although teacher attrition is inevitable, it is necessary to re-envision attrition factors as a plan for retention. Community integrated induction and mentorship programming, and continuous and multi-year contracts are two possible approaches to boost retention. Teacher education is also explored as a long-term approach to address teacher attrition from a system perspective. In all approaches, collaborative effort, engagement, and funding are needed from the federal government, local education authorities, and faculties of education to increase teacher retention in remote First Nation communities. en_US
dc.language.iso en_US en_US
dc.publisher University of Regina en_US
dc.subject Teacher retention en_US
dc.subject Teacher efficacy en_US
dc.subject Attrition factors en_US
dc.subject Mentoring and induction programs en_US
dc.subject.lcsh Teacher turnover--Ontario
dc.subject.lcsh Indigenous peoples--Ontario--Education
dc.title Teacher attrition in a northern Ontario remote First Nation: a narrative re-storying en_US
dc.type Article en_US
dc.publisher.faculty Education en_US
dc.description.peer-review Yes en_US
dc.publisher.institution University of Lethbridge en_US


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