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le from teaching in northern Ontario). Teaching abroad likely offers more attractive benefits, better weather and less expensive cost of living. Also it gives teachers a chance to travel, observe different cultures and experience new things while teaching. The individual can pick a location that fits their lifestyle, and this is what attracts young qualified professionals (Florida, 2002).
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Many of the destinations abroad offer the culture that young teachers are looking for. Other young people are usually present in these areas, nightlife is easy to find and there is much to see and do. This may prove that the real number one reason people don't want to go to northern Ontario is because they feel as though its culture does not fit their lifestyle. This will be a difficult perspective to change; however, I would argue with the planning northern Ontario school boards can improve their image.

Retaining teachers

Though the statistics gathered for obtaining teachers in northern Ontario look relatively optimistic, retaining teachers does not appear to be as easy. At the very most almost 90% of teachers would stay under two years. Furthermore, no teachers would want to remain there permanently and only 14% are unsure. This leads me to believe that teachers trained in southern Ontario are only interested in using teaching in northern Ontario as a stepping stone to obtaining a job in southern Ontario. Two years is not a significant time to teach in a region. In two years teachers are still new and are learning about the school, the community and the students. These teachers are also new to teaching and the first two years will likely be spent working on becoming proficient at their practice. Teachers not staying long in rural regions is consistent with the literature, these areas are notorious for having high teacher turnover around the world (Jimerson, 2003; McClure & Reeves, 2004). This is a problem as it has major effects on the quality of education being offered.

Individuals from northern Ontario (questionnaire 2)

Examining the individuals' results from northern Ontario did make evident some attention grabbing trends. The sixteen respondents from northern Ontario each appear to have similar thoughts about teaching in northern Ontario which greatly differ from the southern Ontario respondents. Fourteen teachers plan to, or currently do, teach in northern Ontario while two others are only a maybe, as made apparent in graph 2.1. What are also of interest are the results to the question asking the respondents to rate the most desirable position to least desirable teaching status (Graph 2.2). Teaching in northern Ontario was chosen as the most popular choice by a wide margin. This may prove that the grow your own teacher strategies addressed in much of the literature do have some merrit. However, such a strategy needs a long time to implement. This concern needs to be resolved in a much shorter timeline.

It is also important to examine data regarding individuals' prospected length of stay, as retaining teachers is just as important as obtaining them. Most of the individuals from northern Ontario responded stated that they would stay for over 5 years, while southern teachers' prospected length of stay was two years at most (Graph 2.3). These results sugg