This study investigates predictors of anxiety, depression, and job satisfaction in teachers in northern Ontario. Using data from self-report questionnaires, factor analysis and multiple linear regression were performed to determine which sources of stress predict stress-related symptoms among teachers and to explore job satisfaction as predicted by: stress, depression, anxiety, years of teaching experience, gender, grade level assignment and position (part-time vs. full-time). The results indicate that workload and student behaviour were significant predictors of depression in teachers in the study. Workload, student behaviour, and employment conditions were significant predictors of anxiety. In addition, stress and depression had a significant and negative impact on job satisfaction. Years of teaching experience was a significant and positive predictor of job satisfaction. Anxiety, gender, grade level, and position were not statistically significant predictors of teacher job satisfaction. Therefore, efforts made to improve workload, student behavior, and employment conditions may lead to reduced stress among teachers and thus lower levels of depression and anxiety. These results may provide guidance for teachers and administrators, as well as inform teacher retention efforts and attempts to improve teacher job satisfaction.

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A case study approach was used in examining Information and Communication Technology (ICT) use within a small First Nation high school in Northern Ontario. Quantitative and qualitative data was gathered from students, teacher, and the administrator, who participated in an online survey, followed by interviews on their use of ICT in education. How ICT was used in the classroom was examined as well as identifying the challenges and benefits. The students’ benefits included easier access to research through the Internet, facilitated organization through the use of Google drive, and the use of social media. Challenges were similar to those found in in mainstream schools with concerns of technical problems, off task behavior, and improper referencing. The teacher and administrator identified barriers preventing the increased use of ICT, including the lack of professional development, resources, and Indigenous language software. The administrator recognized there was a wide skill set range among teachers in the adoption of ICT integration into their teaching. Recommendations include more professional development in ICT for teachers, additional resources for ICT, and more development of Aboriginal language software.

A case study approach was taken in examining Information and Communication Technology (ICT) education in schools among four geographically and culturally different Aboriginal communities located in Canada. The schools selected for the study were all operated by local Aboriginal Education Authorities. Quantitative and qualitative data were gathered using interviews, focus groups, and online surveys. Participants in the study were students in middle and high school, their teachers, and school administrators. Online surveys were followed by interviews and focus groups. ICT use in the classroom was examined as well as the challenges and benefits. There were different types of challenges among the schools. For three of the four communities, access to Internet was poor, even in one community that was close to a mid-sized Canadian city where high speed internet is available. All communities experienced challenges with providing current, well maintained computers to their students. Three of the schools lacked supportive infrastructure for their computers, lacking technicians and replacement machines. Teacher use of ICT in teaching varied as some teachers had had access to instruction in their professional preparation programs and others had not. Further, access to professional development for teachers was limited. Schools were challenged in purchasing software with limited budgets. Lack of software in Aboriginal languages was a problem unique to these schools.