Since the early 1990's the provincial ministries of education across Canada have implemented a number of new policies and reforms. It took some time for these changes to have a visible impact on schools and classrooms, but in the last five years or so, those effects have become apparent and are still evolving. Teachers find themselves in the complex situation of needing to maintain a sense of commitment in order to perform with professional dedication, while at the same time needing to be flexible and adaptable in the face of evolving working conditions and policy contexts. The School Personnel Study set out to investigate the impact of the introduction of these changes on the day-to-day concerns of teachers regarding their works. This paper reports on those concerns as revealed by an analysis of 240 interviews conducted with teachers in elementary and secondary schools in three Canadian provinces.
Regulations; School Policies; Teachers
