In this blog post I demonstrate how research data from the Alberta Teachers’ Association (ATA) draw a picture of increasing teacher attrition in Alberta, Canada, and identify potential approaches to improve retention in the profession. The ATA has a longstanding tradition of conducting educational research to better understand the experiences of its members – teachers and school leaders – working within the Alberta public education system. Since the onset of the Covid-19 pandemic in 2020, the ATA’s research projects have documented an intensification of workload for both school leaders and teachers.

This workload intensification stems from a complex mix of factors, including an increase in student numbers. Between 2020 and 2024, Alberta experienced record migration, both international and interprovincial, resulting in the addition of at least 57,108 new students to Alberta schools (Government of Alberta, 2025). However, the Alberta government has not increased education funding to keep pace with this growth and inflation. In 2021, funding levels for Alberta’s public schools were found to be the lowest in Canada. Additionally, the government announced mandatory testing regimes and curriculum changes without sufficient input from the profession and without providing adequate time and resources for implementation (French, 2021; Marynowski, 2024). These factors, combined with the lingering effects of the Covid-19 pandemic, have created extraordinary pressures within the Alberta teaching profession.

‘The Alberta government has not increased education funding to keep pace with the growth in migration and inflation.’

The ATA’s surveys suggest that at least one-third of teachers are considering leaving the profession, relocating to another province, or retiring (ATA, 2024a). Furthermore, a two-year mixed-methods study conducted by the ATA in partnership with the University of Calgary and the Alberta School Employee Benefits Plan examined compassion fatigue, emotional labour and educator burnout. The findings revealed significant levels of mental and emotional distress, particularly among school leaders and teachers (Kendrick, 2022).

Given the strong indications that the profession is under immense strain, the ATA initiated exit interviews with teachers who had either recently left the profession or indicated an intention to resign (ATA, 2024b). Using a random stratified sampling of ATA membership, 65 teachers were identified who were either on the verge of leaving or had already left the profession. These teachers had previously indicated that they were willing to take part in exit interviews. From this group, 12 teachers were chosen for an hour-long, one-to-one interview. The sampling considered geographical location (urban, suburban, rural), career phase (early, mid, late) and gender balance. Although the findings of this study are not generalisable due to small sample sizes, they provide valuable insights into why teachers choose to leave.

In this study, the most significant reason cited was class sizes and classroom complexity, coupled with a lack of support and resources necessary to help students reach their full potential. Participants also expressed that the overwhelming workload, high expectations and scarcity of time and resources led to a sense of moral distress and despair. Additionally, some teachers felt unsupported by school and division leadership when conflicts arose with parents. This, along with bureaucratic directives imposed by the government, has eroded collegial relationships within schools, fostering a sense of isolation and frustration. Notably, the decision to leave was not made lightly or quickly – most respondents reported taking one to two years to reach their final decision.

While these exit interviews reflect the current realities faced by Alberta teachers, they also highlight potential steps to improve teacher retention in the province. Reducing class sizes and providing learning and mental health supports for students are clear priorities reflected by participants. In addition, removing bureaucratic work such as mandated testing in the early grades would help relieve workload pressures. Moreover, elevating the status of the teaching profession and recognising its critical role in society would serve as important steps forward.

References

Alberta Teachers’ Association [ATA]. (2024a). Reporting on class size and complexity, aggression, and artificial intelligence (AI) in Alberta’s K–12 schools (Fall 2023). https://teachers.ab.ca/sites/default/files/2024-03/COOR-101-39_ReportingOnAlbertaK-12Schools_2024-02-14.pdf  

Alberta Teachers’ Association [ATA]. (2024b). Exiting the teaching profession in Alberta: A qualitative research study with actionable opportunities.  https://teachers.ab.ca/sites/default/files/2024-07/COOR-101-40_ExitingtheTeachingProfession_2024%2007.pdf

French, J. (2021, March 29). Alberta unveils new draft elementary school curriculum with focus on common cache of knowledge. CBC News. https://www.cbc.ca/news/canada/edmonton/alberta-unveils-new-draft-elementary-school-curriculum-with-focus-on-common-cache-of-knowledge-1.5968354

Government of Alberta. (2025). Student population statistics. https://www.alberta.ca/student-population-statistics

Kendrick, A. (2022). Compassion fatigue, burnout, and the emotional labor of educational workers. International Journal of Health, Wellness & Society, 13(1), 31–55.

Marynowski, R. (2024). Standardized diagnostic assessment tools. Faculty of Education, University of Lethbridge.  https://teachers.ab.ca/sites/default/files/2024-12/StandardizedDigitalAssessmentTesting-2024-12_0.pdf