After the headlines | On a “sinking ship”, will these teachers hold on?

Many teachers flee the network after working there for a few years. For what ? Could the renewal of collective agreements finally reverse this trend? Our columnist discussed it with three young recruits.

“Sometimes I see colleagues counting the days until retirement. Who are trying to get to the finish line on all fours. I tell myself that I don’t want to end my career like that! »

Marion Miller is a high school art teacher. At 32, she will soon finish her fifth year in the education network. She has already worked in five different schools, moving from one annual contract to another.

I didn’t put on white gloves: I asked her if she was thinking of continuing her career as a teacher.

“I see myself capable of staying for another five years, to see if things start to improve and if I still have hope that we can raise the level of public schools,” she replied.

I came into contact with Marion Miller and two other young teachers from the Montreal region through the Autonomous Teaching Federation (FAE). The objective was to question them about their state of mind, following the agreement signed with Quebec following a grueling strike.

I considered their opinion fundamental, knowing that many young teachers are leaving the network. The dropout rate for recruits during their first five years has been estimated at around 25%.

The findings of the three teachers – who are also union delegates in their respective schools – are overwhelming. But they have not yet emptied their “reserve of courage”, to use an expression dear to François Legault.

“I can’t say that I never thought about leaving,” says Catherine Gingras, special education teacher for four years, working with fifth and sixth grade children.

She remembers that during the strike, she went on LinkedIn every day. “To see what else I could do that would make sure I could pay my bills.” »

As for Jean Lavoie¹, he is in his fifth year of teaching and he plans to finish it to “defy the statistics”. But he was part of a group of ten friends who studied teaching at university and… there are now only three working in Quebec public schools.

In terms of sources of irritation, he mentions, among other things, “work overload”. Marion Miller speaks of the network as a “sinking ship”.

Catherine Gingras illustrates all this with examples. “There is a shortage of teachers, but there is also a shortage of services. We therefore find ourselves in front of classes where there are not the services we need. Several speech therapists, psychologists, psychoeducators, etc. may be missing. So students who need to be taken care of are not taken care of. Students who should be in special education can be in regular education for longer, and in a regular class, it becomes unbearable. »

Add to that that in public schools, they rightly remind me, the rate of students in difficulty is significantly higher than in private schools.

The key question: could the gains made during the most recent negotiation with Quebec change the situation?

In terms of remuneration, they are substantial. Let’s take the example of the annual entry salary into the profession. It was around $46,000 in 2021 and Quebec had agreed to increase it to $53,541 from the start of the 2022-2023 year.

This time, at the end of the current agreement, in 2026-2027, it will have jumped to $65,352.

“It’s certain that for someone who wants to enter the profession, it’s more attractive,” says Catherine Gingras.

“Yes, the salary gain makes me very happy. I will perhaps earn $13,000 more next year,” adds Jean Lavoie. “But I’m not doing it for that,” he clarifies immediately.

They also explain to me that they sometimes pay, out of their own pocket, certain expenses for the class. School bags, lunch boxes, protractors, etc. Essentially to simplify life and avoid the bureaucratic heaviness of the system.

“Last week, I had to make a three-page PDF to explain a $30 expense for my students,” explains Marion Miller.

I listen to them, dismayed, but absolutely not surprised. I think back to this school principal last year who told me she had to fill out a 25-page form to receive a $5,000 grant.^⁠2.

The rigidity is such in this network that it becomes stifling.

Added to the heaviness of bureaucracy is that of classes. A major problem, which undermines the morale of many teachers.

Improvements are also planned in this area. In primary school, if we find that 60% of the students in a class have an intervention plan (because they have difficulties) or special needs in French, a new class will automatically be opened if there is It is possible to find a legally qualified teacher and premises. Otherwise, professional services and financial compensation will be offered.

In secondary school, if we reach 50% of students with such needs in a class, additional services will be provided, in particular by special education technicians.

The three young teachers all emphasize that the result of this change will depend, among other things, on the good faith of those who must apply it.

“Managements have already asked their teachers to ensure that the intervention plans are really relevant,” warns Jean Lavoie. They might be tempted to limit the number in their schools, points out Marion Miller.

I know it may seem paradoxical, but these three teachers seemed to me to be both bitter and optimistic about the overall result obtained following their standoff with Quebec.

“My level of satisfaction? I would say that I am 50-50 satisfied-disappointed”, summarizes Jean Lavoie, while Catherine Gingras speaks of a “step in the right direction, but which will not solve all the ills of education”.

“We avoided setbacks, we had little things, but it is not at all up to the fight we led,” says Marion Miller. She believes that after the teachers’ struggle, the ball is now in the parents’ court.

“It will be up to parents and citizens to continue,” she said. It is up to all of Quebec society to demand that our schools be better. […] We are capable of having the best public education system in North America. It’s a political choice not to have it. »

1. This is a fictitious name because this teacher feared that this interview might embarrass him due to his duty of loyalty.

2. Read the column “Shortage in school management: it’s going to take more than good publicity…”

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