英语论文网

as a well-educated workforce enhances the provinces economic growth and competitiveness. Furthermore, the Ontario 2010 budget outlines a number of initiatives to improve infrastructure, create jobs and promote economic growth (Ontario Ministry of Finance, 2010). Despite these initiatives it is clear that northern Ontario like many other rural regions is one that has major economic problems.

One distinct feature of northern Ontario is its large aboriginal population. There are 76,725 aboriginal people who represent about 9.28% of northern Ontario's total population, 22% of which are between 5-19 (Moazzami, 2003). The aboriginal communities face a number of unique and difficult circumstances that have become major problems in the northern Ontario region. It has been well documented that these aboriginal communities face relatively low employment rates, lower education levels, and lower incomes (Southcott, 2004). Accordingly, these communities face the greatest economic and social challenges. The effects of these economic and social challenges on teachers in an aboriginal community will be discussed in detail later.

Northern Ontario education system

Northern Ontario has the dubious distinction of being home to a poor educational system, often characterized by high dropout rates, low student engagement and high teacher turnover (Southcott, 2004; Heimbecker, Minner & Prater, 2000). The education system is clearly failing and can be made apparent by the lack of individuals with a high school diploma (Map 1.2 ' High school graduates). In northern Ontario 33% of individuals have less than a high school diploma. In aboriginal communities the number is significantly higher 53.2%. For Ontario as a whole 25.6% of individuals have less than a high school diploma. Furthermore, only 10.7% of northern Ontario residents have a university degree. This number is 2.6% among aboriginal communities. This is in stark contrast to the Ontario wide average where 19.2% of individuals have a university degree (Southcott, 2004). It is clear that the students in these communities for many reasons are at a clear disadvantage.

Finding teachers is especially hard in the aboriginal communities as the situation of many of these communities is dire. The communities are often remote and face serious social problems such as poverty, poor nutrition, family breakdown, substance abuse, and violence (Wotherspoon, 2006). The schools in these communities, because of the circumstances, require a great deal from the teachers. Teachers regularly encounter school community tension, lack of resources, student disengagement, parents disregard for school, and sometimes threats to physical safety (Wotherspoon, 2006; Heimbecker, Minner & Prater, 2000). Furthermore, teachers due to lack of staff, support and resources are overworked and can feel like they are having limited effectiveness. New teachers in these communities can easily become overwhelmed by the many pressures in and out of classroom. Furthermore, if the teachers are not aboriginal they may feel alienated from the community. As a result it is extremely hard to obtain and retain teachers in these communities.

Many northern Ontario school boards have recognized the struggle in obtaining teachers as well as the difficulties teachers face when teaching in these areas. As a result school districts are offering programs such as mentor