Why are New Teachers Leaving the Profession? Results of a Canada-Wide Survey

Abstract

Abstract This article focuses on new teachers who leave the profession in Canada. Using a questionnaire targeting drop-out teachers and other education actors who witnessed the events surrounding the teachers ’ resignation, the research objectives were to: 1) determine professional aspirations to enter the teaching profession; 2) identify the main reasons for new teachers to leave the profession; and 3) identify the indiv iduals to whom new teachers turn when problems arise. Results confirm a number of drop-out factors reported in the literature and provide a deeper understanding of how they interact.