Since last year’s Alberta-wide teachers’ strike, concerns surrounding employees in education have intensified. With overcrowded classrooms, teacher burnout, work overload, low salary, and systemic pressures, students entering the workforce are thinking twice about entering the field.
In 2024, the Alberta Teachers’ Association (ATA) reported, “that province-wide, more than 250 teaching positions are being eliminated, with one board cutting over 15 per cent of its teaching staff.”
The media release highlights that nearly 24 of Alberta’s school divisions will have fewer teachers next year, despite a significant increase in students enrolment.
“We cannot be cutting staff in growing school divisions when schools provincewide are expecting to receive 26,000 additional students next year,” said Jason Schilling, ATA president, in the report.
Alberta has about 758 new teacher graduates each year, according to LiveWire Calgary.
It is well below the classroom needs and is not meeting the ideal student-teacher ratio, with Schilling calling it a “drop in the bucket” compared to the number of teachers needed in Alberta.
Despite these concerns, many students continue to pursue post-secondary education in this field, raising questions about what motivates future teachers and what challenges they face.
Getting educated to educate
Becoming a teacher takes years of preparation.
To teach at the elementary school level, students must complete a four-year degree that combines academic coursework with multiple practicums in real-life classrooms.
This process helps upcoming teachers be prepared for lesson planning, assessments, classroom management, and supporting diverse students.
According to the Jobs In Education 2026 report, students must meet the specific provincial certificate requirements to legally teach in Canada. This process ensures that all teachers are qualified and meet the standards set by the provincial regulatory bodies.
Emily Ward, a final-year general education student at Mount Royal University, says she’s definitely aware of the challenges in the system before starting her practicum.
Ward currently teaches full-time at an elementary school as part of her practicum, working with a large number of students, some with special needs and learning disabilities. She believes that even though there are rewards that come with teaching, it places a strain on educators.
While there are various issues in the education department, Ward believes that improvements like smaller class sizes and more classroom support could help address these concerns.
Despite the difficulties, Ward still remains committed to teaching.
“What excites me is planning lessons that are fun that the kids enjoy, making my own decisions as a teacher,” said Ward. “So it’s 3 p.m., and the kids are really wired, so we’re just gonna go outside for the last hour of the day and like find squares,” said Ward.
For its part, the governing United Conservative Party plans to invest $143 million to help address complexity in Alberta’s classrooms. Nearly 500 complexity teams, which include one teacher and two educational assistants, will be deployed to schools with the highest-needs classrooms in Kindergarten through grade six.
The heart behind teaching
Director of the Iniskim Centre, Tori McMillan, who taught in MRU’s general education department and has experience teaching in elementary classrooms, generally says that the program focuses on preparing students for curriculum delivery, as well as on student well-being, classroom diversity, and adaptability.
He shared a brief story about one of the most memorable experiences he had while studying education at MRU and completing his practicum at an elementary school.
“What I loved about my time at Mount Royal is that when I started in September, by October I was in the classroom with the children,” said McMillan. “I knew this was where I had to be, I knew this was where I belong.”
McMillan points to the gap between education policy and classroom realities, particularly regarding resources and support, raising concerns about the profession’s long-term sustainability in Calgary.
He says that understanding why students still choose teaching, and their shared struggles, is crucial to the future of education in Calgary.
Without meaningful changes in the system, we may start seeing fewer students think teaching is a viable career, as Ward and many other teachers say they’re considering switching provinces because of the education system.
But with the right improvements and support, the passion that drives future educators like Ward could help sustain the profession.
“All we can do is embrace the future and try and shape it in a healthy way,” said McMillan. “We should not avoid or be fearful of change. Universities need to be on the leading edge of change.”