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est that once again maybe the best strategies for attracting and retaining teachers to northern Ontario are 'grow your own teacher' strategies. Though this appears to be a reasonable approach as mentioned it is a plan that would take a great amount of time and effort. As well, there are already too many teachers in Ontario and justifying the creation of new teachers might be extremely difficult.

Graph 2.4 is of interest as it makes apparent that the individuals in the teaching profession in northern Ontario are just as happy as those in southern Ontario (Graph 1.5). This might likely have to do with their family and friends being located there. However, it might also suggest that though teachers don't plan to stay in northern Ontario for a long period of time once relocated they might be pleased with their teaching situation and stay longer than originally intended. Therefore, the main strategies that should be put in place currently should put most effort towards obtaining new teachers.

Recommendations

The following section will re-examine the themes made apparent through the questionnaire as well as the literature applying them to the current teacher shortage in northern Ontario. The section will provide recommendations to northern Ontario school boards to improve ability to attract and retain quality teaching professionals.

Attracting Teachers

The problem of attaining teachers in rural communities is not new and it is not unique to northern Ontario. This is a problem that will continue to remain especially in the more remote communities. However, currently Ontario's situation is ideal for northern Ontario school boards to attract teachers. Teachers are in desperate need of jobs and in northern Ontario jobs need to be filled. A strong action plan needs to be put in place now to attract these individuals. Most young teachers are leaving university with no job opportunities on the horizon. These new graduates should be aggressively pursued as I believe with the right coercion they can definitely be obtained. Once attained, focus can be put on retention. By first acquiring large numbers of teachers to fill the vacancies some individuals will stay longer periods despite how long they intended to stay. Individuals might make connections to the community (get married) or may just end up liking the area and lifestyle more than they thought they would.

Retention

Many of the strategies currently being suggested as ways to improve teacher retention in the literature and in practice are not new. Older literature shows many of the same suggestions (teacher support systems, teacher development programs, leaves of absence, improved working conditions, competitive salaries and benefits) and initiatives being put into place (Canadian Education Association, 1992). However, one factor I would argue was overlooked, geographical location. The Canadian Education Association in a 1992 study argued that 'geography in no way hinders their ability to attract and retain teachers'. This is a major oversight. As the questionnaire uncovered, teaching abroad was a more popular option to teaching in northern Ontario despite it putting individuals further away from friends and family. Locations that flourish today are typically communities where anyone can easily and quickly fit in (Florida, 2002). These are comm