Answers to questions on teacher's role, testing, most enjoyable, challenging aspects of teaching, confidence in system and gender.
Answers to questions on confidence in system, positives and negatives of teaching, good teaching, public affairs, accountability, role of parents, mentoring, age and gender.
Answers to questions on school problems, reforms, career and professional development, multi-year agreement, initial education and public perception of teaching profession.
Answers to questions on stress, career planning, changes in education, student success factors, parent-teacher relations, age of consent, voting in College election.
Answers to questions on career satisfaction, challenges and retention, professional designation, classrooms, over-supply and cyber-bullying.
Answers to questions on professional standards, Additional Qualifications, associate teaching, College election participation, publication ban, labour mobility and the College magazine.
Annual survey of College members.
Almost every new teacher did eventually get a regular job suited to their qualifications. New teachers lack orientation programs.
By March of their first teaching year, four of five new teachers have regular teaching positions or term contracts.
Outside the population growth area of Greater Toronto, job openings are increasingly scarce, except for French-language teachers and those qualified in secondary math, physics, chemistry and technological studies.
Many English-language graduates of 2006, 2005 and 2004, and even some from 2003 and 2002, continue to look for their first regular teaching contracts.
Difference between market for French-language and English-language teachers continues to widen. Most 2004 and 2003 Ontario and border college graduates are well settled by the fourth and fifth years of their teaching careers.
Seventeen per cent of new grads from Ontario faculties and border colleges could not find any type of teaching job. French-language teachers have an easier time, but those finding regular jobs in their first year fell from 70 to 50 per cent.
Since 2002, the College has been surveying teachers in their first years to see what kinds of jobs they are getting and how they are settling into the profession. Unemployment is up sharply in 2010 with many new English-language teachers unable to find even daily supply teaching. New French-language teachers have better job outcomes than English-language teachers but two years of data show clearly that they, too, are now experiencing a more challenging job market.
The Transition to Teaching study focuses on job search outcomes, early-career experiences and professional development of recently licensed teachers.