Considering early career teacher onboarding programs through story and experience

According to the British Columbia Teachers’ Federation (BCTF), Canada's new teacher attrition rate is approximately 25-30% (British Columbia Teachers’ Federation, 2017). Majocha et al. (2019) attribute teachers leaving the profession within the first five years to a feeling of abandonment and lack of support. This research study aimed to discover how current onboarding practices impacted new elementary school teachers (within their first three years in a contract position) in a Kindergarten-Grade 12 public school district. The three objectives for this qualitative research study were to use phenomenological interviews to uncover: 1) what aspects of teachers' onboarding experiences contributed to success in new teachers' professional roles, what could be improved, and what was missing from the process; 2) who was involved in the teachers' onboarding journeys, and 3) if and how participation in the formal school district mentorship program impacted teachers' onboarding experience. Participants’ stories suggested that adjustments to current onboarding practices, specifically through the formation of professional in-school relationships and access to resources, can contribute to new teacher acclimation and success.