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s (Roberts, 2004; Jimerson, 2003; McClure & Reeves, 2004; Monk, 2007). Two of the individuals who planed or have taught in northern Ontario were in fact from northern Ontario.

The absence of any aspiration to teach in northern Ontario was found to be the result of a variety of reasons deterring individuals comfortable in southern Ontario from moving north. Findings uncovered in the survey include, but are not limited to: lack of spousal support (Graph 1.2), absence of friends and family, weather and isolation (Graph 1.3) among other reasons. It is clear that individuals from southern Ontario are not attracted to the living situation and conditions in northern Ontario. This once again supports much of the literature on this subject. Many rural areas have the same dissuasions that are difficult to overcome to attract workers (Roberts, 2004; Jimerson, 2003; McClure & Reeves, 2004; Monk, 2007). It is extremely hard for these areas to overcome these challenges even when offering other incentives such as increased salaries. Something more than just extrinsic motivations are needed to draw these individuals in (Florida, 2002; Smithers & Robinson, 2000).

Despite many individuals not being attracted to northern Ontario, it is important to draw your attention to the number of individuals who if unemployed would consider teaching in northern Ontario. This is a hopeful statistic that may indicate that when out of a job and with some coercion these new teachers could be persuaded to teach in northern Ontario (Graph 1.4). Currently this describes the teaching situation, as many teachers are out of a job trying to break into the field. This circumstance is unique to Ontario and is relatively unexplored in the literature. If northern Ontario can capitalize on the amount of new teachers out of a job they may be able to attain many workers.

It is also important to look at the number of teachers in this study who are currently unhappy with their teaching status, over a quarter of the sample population. This, I would argue, is likely to do with the current teaching situation in southern Ontario. There is currently a surplus of teachers leaving many unemployed, substituting, or working in long term occasional positions. As stated earlier there are roughly 7,000 more certified and qualified teachers entering the profession each year then there are job vacancies (Papadopoulos, 2010). It is becoming increasingly hard for teachers to find work in their profession with the trend getting drastically worse each year. This is one of the major motivations that will draw teachers to northern Ontario that other incentives such as wage increases can't compete with.

Despite the grim statistics teaching in northern Ontario currently remains a relatively unexplored option. Teachers would much prefer to substitute teach or further their education (Graph 1.6). The questionnaire found that the only less desirable options would be to find a new career or work in an unrelated job until a position opens up. However, with the current teaching situation even finding a substitute position in southern Ontario can be extremely difficult.

What is interesting to note is that it appears as though teaching abroad is more desirable then teaching in northern Ontario. Though teaching abroad would likely put these individual further away from their families and friends (the #1 reason that would deter peop