Research Department fax: 604-871-2294
The lived experience
of Teachers Teaching on Call in
British Columbia’s public schools:
The 2014 TTOC Working Conditions survey
bctf.ca/TeachersOnCall.aspx?id=5022
BCTF Research,
in collaboration with the Teachers Teaching on Call Advisory Committee
February 2016
2
2014 Teachers Teaching on Call Working Conditions survey
Table of contents
The 2014 Teachers Teaching on Call Working Conditions survey
Objectives and survey design
Purpose and objectives
Study design
Survey design
Analysis and reporting
Survey response and characteristics of the sample
Teacher and employment characteristics
Demographic characteristics
Geographic characteristics
Age group: TTOC in survey compared to contract teachers (province)
Gender
TTOC who are retired
Teaching characteristics
Years working as a TTOC
Grades taught and area of teacher preparation
TTOC list and assignments
Combination of TTOC work and teaching contracts
Continuing or term contract prior to becoming a TTOC
Professional development and orientation for TTOC
Information provided by the district for TTOC orientation
Mentorship program in the district
Portability of seniority
Employment intentions, job search, and TTOC experience
Employment intentions and job search
Willing to relocate to find employment as a teacher
Days of employment as a TTOC in 2013–14
Amount of TTOC work
Barriers to accepting TTOC assignments
Other factors affecting ability to work as many days as a TTOC as would like
Travel to and from TTOC assignments
TTOC call-out system and assignments
District policy on role of teacher when requesting a TTOC
TTOC assignments 4 days in a row
Accepting TTOC assignments outside area of expertise
What TTOC had to say about employment intentions and job search
Local/union activity and supports
Participation in BCTF activities
Sources of information on or assistance with issues related to teaching on call
TTOC webpage on BCTF website
What TTOC had to say about local/union activity, and supports
Prepared by BCTF Research
3
Financial information
Salary category
Supplemented TTOC work in 2013–14
Types of employment TTOC are working in addition to TTOC assignments
TTOC earnings, personal income, and household income
Income from TTOC employment
Personal income from all sources
Total household income before taxes
TTOC who reported TTOC earnings under $20,000
TTOC with household incomes $70,000 or higher
Earnings and income of TTOC who are retired
Employment Insurance and teachers teaching on call
BCTF online resource for TTOC on Employment Insurance
Comments by TTOC about the BCTF online resources on Employment Insurance
Student-loan debt
Student-loan debt for TTOC who are not retired
Income level and student-loan debt
What TTOC had to say about financial issues
TTOC working conditions and priority solutions
TTOC experience with working conditions
Satisfaction with TTOC working conditions
Challenges associated with the unpredictability of TTOC assignments
Addressing safety concerns at the school
Strategies to improve working conditions for TTOC
Considering leaving the teaching profession and reasons why
Reasons TTOC gave for considering leaving the teaching profession
Teachers Teaching on Call: Perceptions of satisfaction and stress in their work
Introduction
What makes the work satisfying?
Stressful aspects of working as a TTOC
Summary: Sources of job satisfaction and stress
Summary and discussion of study implications
Appendix
Representativeness by school district
Table: Number of TTOC and % of the total: All TTOC (as of May 2014) and the survey
sample, by district
Key findings
This separate report, which summarizes the survey’s key findings, is available online on the
BCTF’s Teachers Teaching on Call page, under the “Surveys” heading, at
http://www.bctf.ca/TeachersOnCall.aspx?id=5022.
4
2014 Teachers Teaching on Call Working Conditions survey
The 2014 Teachers Teaching on Call
Working Conditions survey
Objectives and survey design
Purpose and objectives
The 2014 Teachers Teaching on Call (TTOC) Working Conditions survey was developed and
implemented by the BCTF Research Department, in consultation with the TTOC Advisory
Committee (TTOCAC). The purpose of the survey was to assess the working conditions of
teachers teaching on call (TTOC) in British Columbia in 2013–14. The objectives of the survey
were to document, from the perspective of teachers teaching on call, the adequacy of teaching
employment opportunities for TTOC, to what extent TTOC are seeking permanent full-time and
part-time teaching positions, the financial situation of TTOC, including income, student-loan
debt, and employment insurance, and sources of work stress and job satisfaction. The survey also
sought to learn what teachers teaching on call view as priority areas for BCTF advocacy and
bargaining to improve working conditions for TTOC.
The 2014 Teachers Teaching on Call (TTOC) Working Conditions survey was conducted in May
2014. To conduct the survey, a sample of teachers teaching on call in British Columbia was
drawn from the BCTF membership database: teachers teaching on call coded as having an active
job status (including retired teachers with active job status active), and who opted-in to be
contacted by BCTF. Of the 10,977 who met the criteria, 9,112 provided a home e-mail address.
A random sample was drawn from this survey population, with one in four TTOC (2,278) being
included in the survey sample.
Participants with a contact e-mail address were invited to participate in the 2014 Teachers
Teaching on Call Working Conditions survey by e-mail with a link provided to the online
version of the survey. The survey was open to participants who worked as a TTOC during the
2013–14 school year, including those who may also have a term or continuing contract. As this
information was not available in the membership database, a screening question was included at
the start of the questionnaire. Only those who answered “Yes” to this question or indicated that
they had worked at least one day as a TTOC in 2013–14 were eligible to complete the survey.
Study design
Survey design
The survey instrument was developed by BCTF Research in collaboration with members of the
Teachers Teaching on Call Advisory Committee. The survey instrument addresses topics such as
teaching and employment characteristics of Teachers Teaching on Call, reasons for working as a
TTOC, TTOC call-out and assignments, participation in BCTF activities, earnings from TTOC
employment and other sources of income, student-loan debt, sources of work stress and job
satisfaction, and strategies to improve working conditions for Teachers Teaching on Call.
The questionnaire is comprised of structured closed-ended questions and open-ended questions
to elicit teachers’ thoughts, concerns, and suggestions about the working conditions of teachers
teaching on call.
Prepared by BCTF Research
5
Analysis and reporting
The characteristics of teachers responding to the survey are compared to provincial teacher
characteristics to detect areas of non-response bias. The survey data is analyzed with descriptive
statistics (frequencies, comparison of means) with SPSS statistical software. Key variables for
the analysis include regional zone, grades taught, and years of experience working as a TTOC.
Qualitative descriptive analysis1 is the method used to analyze open-ended responses with
Atlas-ti software.
The first section of this report provides an overview of the quantitative findings of the survey for
all key topic areas, and a summary of thematic analysis of the open-ended questions associated
with each topic. The second section of this report includes an extensive summary of the
qualitative analysis of the narrative responses by teachers teaching on call asking for their views
on sources of stress and satisfaction in their work.
Survey response and characteristics of the sample
Of the 2,278 TTOC who were contacted about the survey, there were 243 valid responses to the
survey before province-wide job action related to collective bargaining commenced in June
2014. As job action continued into the month of September 2014, there were no follow-up efforts
to contact the teachers teaching on call in the survey sample to elicit further responses to the
survey. The results in this report are based on these 243 respondents. Using a random sample
calculator2 applied to a TTOC population of 10,977, a sample size of 266 responses would be
required for the survey results to be accurate 90% of the time with a margin of error of plus or
minus 5%.
The following section of this report compares the characteristics of respondents to the overall
TTOC population, where possible. The relatively small sample size limits the comparisons of
means for some variables, as the sample size for some sub-groups may be too small to make
valid comparisons.
For information on the representativeness of the responses by school district, see Appendix 1.
1
Sandelowski, M. (2000). Whatever Happened to Qualitative Description? Research in Nursing & Health, 23,
334–340.
2
The Random Sample Calculator is available at Custom Insight: http://www.custominsight.com/articles/randomsample-calculator.asp.
6
2014 Teachers Teaching on Call Working Conditions survey
Teacher and employment characteristics
Demographic characteristics
Geographic characteristics
Zone: TTOC responding to the survey compared to all TTOC in the province
This chart compares the proportion of the respondents in the survey sample in each zone to the
proportion of all TTOC (in the BCTF member database in each zone). Most zones are well
represented, including Kootenay (6.2% of the sample vs. 5.1%), Okanagan (12.3% of the sample
vs. 11.8%), North Coast (2.1% of the sample vs. 2.4%), and Vancouver Island South (11.9% of
the sample vs. 12.6%). Vancouver Island North (12.3% of the sample vs. 9.6%) and Metro
Vancouver area and West (29.2% of the sample vs. 25.6%), are slightly over-represented, and
Metro/Fraser Valley (20.2% of the sample vs. 26.8%) and North Central/Peace River (2.9% of
the sample vs. 6.2%) are slightly under-represented.
Comparison of survey responses and TTOC (Active Job Status) in
BCTF member data (as of May 2014) by Zone (n=12,329 TTOC)
35%
29.2%
30%
26.8%
25.6%
25%
20.2%
20%
15%
12.3%
11.8%
12.3%
9.6%
10%
6.2%
5%
12.6%
11.9%
6.2%
5.1%
2.1%
2.9%
2.4% 2.9%
0.0%
0%
Kootenay
Okanagan
North Coast
North
Metro/Fraser
Metro
Vancouver Vancouver
Central/Peace
Valley
Vancouver Island North Island South
River
area & West
Survey respondents
Prepared by BCTF Research
No answer
BCTF Membership Data
TTOC – Active Status
7
Zone TTOC most teaches in
Kootenay
Okanagan
North Coast
North Central/Peace River
Fraser Valley
Metro Vancouver area & West
Vancouver Island North
Vancouver Island South
No answer
Total
Number of TTOC
15
30
5
7
49
71
30
29
7
243
Percent of total sample
6.2%
12.3%
2.1%
2.9%
20.2%
29.2%
12.3%
11.9%
2.9%
100.0%
Type of geographic area
The survey asked TTOC to indicate “Which best describes the geographic area of the school(s)
in which you teach most of the time?” About one-third of TTOC respondents teach in an Urban
(37%) and one in five teach in a Suburban (22.6%) or a Semi-urban (22.2%) area. About one in
six respondents teach in a Rural area (15.6%), and less than 1% in a Remote area. “Other” types
of geographic area were specified as island, Port Alberni, and both Urban and Suburban.
Which best describes the geographic area of the school(s)
in which you teach most of the time? (n=243)
40%
37.0%
35%
30%
25%
22.6%
22.2%
20%
15.6%
15%
10%
5%
0.8%
1.2%
0.4%
0%
Urban (within a Suburban (in a Semi-urban (in
Rural (in a
Remote area
major city)
community
a small city village, town, or (must travel a
near a major
away from a
countryside) long distance
urban centre) major urban
for basic
centre)
services)
8
Other
No answer
2014 Teachers Teaching on Call Working Conditions survey
Age group: TTOC in survey compared to contract teachers (province)
The following chart shows that the TTOC who completed the survey are considerably younger
than teachers working on part-time and full-time contracts, up to the age of 35 years. Compared
to the province, a higher proportion of survey respondents are Under 25 (4.5% of the sample vs.
0.6%), 25–34 years (43.6% of the sample vs. 18.7%). Compared to the province, a lower
proportion of survey respondents are 35–44 years (25.1% of the sample vs. 32.1%), 45–54 years
(11.5% of the sample vs. 29.5%), and 55–64 years (11.1% of the sample vs. 17.7%). Teachers
aged 65 years and older represent a higher proportion of the TTOC survey sample (3.7%)
compared to full-time and part-time teachers in the province (1.5% of these teachers are 65 or
older).
Age group of TTOC in survey sample compared to teachers on
full-time and part-time teaching contracts
Survey sample=243 cases, Provincial headcount=33,147
50%
45%
43.6%
Survey sample
40%
2013-14 Province total of
the FT/PT teachers
35%
32.1%
29.5%
30%
25.1%
25%
18.7%
20%
17.7%
15%
11.5%
11.1%
10%
5%
4.5%
3.7%
1.5%
0.6%
0%
Under 25
years
25-34
35-44
45-54
55-64
65+ years old
0.4%
0.0%
No answer
Ministry of Education. Teacher Statistics - 2013/14, p.4. http://www.bced.gov.bc.ca/reporting/province.php
Prepared by BCTF Research
9
Gender
Female teachers are slightly over-represented in the TTOC survey (78.6%) compared to full-time
and part-time teachers in BC public schools (72.8%). There was a lower proportion of male
teachers in the survey sample (16%) compared to the province (27.2%).
Gender: TTOC survey respondents vs.
full-time and part-time teachers - Province (n=243)
90%
80%
78.6%
72.8%
70%
60%
TTOC survey
50%
FT & PT - Province
40%
27.2%
30%
16.0%
20%
10%
1.6%
3.7%
0%
Female
Male
Other*
No answer*
* No comparative data available.
Source: Ministry of Education. Teacher Statistics - 2013/14, p.3. http://www.bced.gov.bc.ca/reporting/province.php
10
2014 Teachers Teaching on Call Working Conditions survey
TTOC who are retired
In 2014 (May), there were 12,329 TTOC in the BCTF member database. Of these, 1,270 are
retired teachers (10.3%) working as a TTOC (or on a TTOC list). Of the 243 TTOC who
responded to the survey, 9.1% indicated they are retired, similar to their overall representation in
the member database. Of the twenty-two respondents who indicated they are retired and working
as a TTOC, twenty indicated they retired from a BC teaching position.
Retired TTOC as a percentage of the total:
survey respondents vs. all TTOC in member database
12%
10.3%
10%
9.1%
8%
6%
4%
2%
0%
TTOC Survey respondents (n=243)
TTOC in member database (n=12,329)
Of the 243 respondents, 22 (9.1%) indicated being a retired teacher who is teaching on call in
this school year. When asked, “For how long have you been retired?” 9.1% indicated Less than
1 year, 50% indicated 1–4 years, and 36.4% indicated 5–8 years.
If you are a retired teacher who is a TTOC,
how long have you been retired? (n=22)
60%
50.0%
50%
36.4%
40%
30%
20%
10%
9.1%
4.5%
0%
Less than 1 year
Prepared by BCTF Research
1-4 years
5-8 years
No answer
11
Teaching characteristics
Years working as a TTOC
Worked as a TTOC during 2013–14
Of the 243 respondents to the 2014 Teachers Teaching on Call Working Conditions survey, 225
TTOC responded Yes to the screening question, “Have you worked as a TTOC at any time
during the current school year, since September 2013?” As the remaining eighteen TTOC
indicated having worked at least 1 day up to a maximum of 170 days as a TTOC in 2013–14,
their survey responses were also included in the analysis.
Years worked as a TTOC
The survey asked, “By the end of the 2013–14 school year, for how many years will you have
been working as a teacher teaching on call?” About one in six respondents (16.5%) are new
teachers teaching on call with less than one year experience, and 26.7% have 1–2 years
experience. One in five (19.3%) respondents indicated having 3–4 years experience as a TTOC,
and 25.9%, 5–9 years experience. One in ten respondents has worked for 10 or more years as a
TTOC (8.2% for 10–19 years and 2.9% for 20+ years).
By the end of 2013-14 school year, for how many years will you have been
working as a TTOC? (n=243)
30%
26.7%
25.9%
25%
19.3%
20%
16.5%
15%
10%
8.2%
5%
2.9%
0.4%
0%
Less than 1
year
1-2 years
3-4 years
5-9 years
10-19 years
20+ years
No answer
Note: For the purposes of this survey, any TTOC experience during the school year since the TTOC started teaching
in BC counts as “a year”.
12
2014 Teachers Teaching on Call Working Conditions survey
Grades taught and area of teacher preparation
Of the TTOC who answered the survey, 45.3% indicated their area of teacher preparation as
Elementary, 40.7% as Secondary, and 7% as Middle school. Sixteen respondents provided a
description of “Other type of teacher preparation”. Seven of these TTOC indicated having
teacher preparation in all grade groupings (elementary, middle, and secondary, or K–12), four
respondents indicated a combination of two grade groupings (elementary/middle or
middle/secondary), two respondents had preparation in Adult Education (one also indicated ESL
training), and one respondent indicated special education as an area of teacher preparation. Two
respondents made general comments about area of teacher preparation.
In what area was your teacher education preparation? (n=242)
50%
45.3%
40.7%
40%
30%
20%
7.0%
10%
6.6%
0%
Elementary
Middle
Secondary
Other
Many TTOC responding to the survey teach in more than one grade grouping, with about twothirds teaching Grades 1–3 (65%) and Grades 4–7 (66.3%). About six in ten of the TTOC in the
survey teach Kindergarten (58%) and Secondary (60.5%). While 7% of respondents indicated
their area of teacher preparation as Middle school, about one-third (35.8%) indicated they
currently teach Middle school grades. Only 6.6% indicated currently teaching as a TTOC in
Adult Education.
Grades of students currently teaching
(percentage of 243 respondents who indicated "Yes" for each grade grouping)
70%
60%
65.0%
66.3%
60.5%
58.0%
50%
35.8%
40%
30%
20%
6.6%
10%
0%
Kindergarten
Prepared by BCTF Research
Grades 1-3
Grades 4-7
Middle school
grades
Grades 8-12
Adult Education
13
TTOC list and assignments
Number of districts in which TTOC is on the TTOC list
Most TTOC responding to the survey are on the TTOC list for one school district (82.7%).
About one in seven (14.4%) are on the TTOC list for two school districts, and only 1.6% are on
the TTOC list for three or more districts.
In 2013-14, in how many school districts are you on the TTOC list? (n=243)
90%
82.7%
80%
70%
60%
50%
40%
30%
20%
14.4%
10%
1.6%
1.2%
3 or more districts
No answer
0%
1 district
2 districts
Number of districts in which the respondent is on the TTOC list, by zone
The survey asked, “In 2013–14, in how many school districts are you on the TTOC list?” 83.8%
indicated being on the TTOC list for one district, 14.9% for two districts, and 1.3% for three
districts. (Note: The percentages in the table, below, differ slightly from the chart, above, as nonresponses are not included in these comparisons; data on zone is only available for 236
respondents.)
Compared to the sample average (14.9%), a higher percentage of TTOC in Vancouver Island
North (20%) and Vancouver Island South (27.6%), and a much lower proportion of TTOC in the
Okanagan (3.3%), were on the TTOC list in two school districts. Only 1.3% of survey
respondents (in two zones) indicated being on the TTOC list in three school districts, with
Vancouver Island South having a much higher percentage (6.9%) compared to the sample as a
whole.
Zone TTOC most teaches in
Kootenay
Okanagan
North Coast
North Central/Peace River
Fraser Valley
Metro Vancouver area & West
Vancouver Island North
Vancouver Island South
Survey sample
1 district
86.7%
96.7%
100.0%
100.0%
83.7%
84.3%
80.0%
65.5%
83.8%
2 districts
13.3%
3.3%
----16.3%
14.3%
20.0%
27.6%
14.9%
3 or more districts
----------1.4%
--6.9%
1.3%
Total
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
Note: Percentages differ slightly from chart, above, as missing values are excluded in cross-tabulations.
14
2014 Teachers Teaching on Call Working Conditions survey
Number of districts TTOC worked in as a TTOC
Of the 243 TTOC who responded to the survey, most (84.8%) worked as a TTOC in one district,
12.8% worked as a TTOC in two districts, and only 1.6% worked in three or more districts in
2013–14.
In 2013-14, in how many school districts have you worked
as a TTOC? (n=243)
100%
84.8%
80%
60%
40%
12.8%
20%
1.6%
0.8%
3 or more districts
No answer
0%
1 district
2 districts
Combination of TTOC work and teaching contracts
The survey asked, “Over the course of the 2013–14 school year to date which best describes your
TTOC work?” One-half of respondents indicated that “All of my work has been as a TTOC”
(50.6%), one-third worked on both a temporary teaching contract and as a TTOC (34.2%), and
another 12.3% worked on a continuing contract and as a TTOC. A few respondents (2.5%)
indicated “Other combination”, specifying that in addition to working as a TTOC, working on a
temporary contract in another job with the school district, working part-time at a private school,
having a 0.2 job sharing teaching position, and working in other non-teaching jobs.
Over the course of 2013-14 school year, to date,
which best describes your TTOC work? (n=243)
60%
50.6%
50%
40%
34.2%
30%
20%
12.3%
10%
2.5%
0.4%
0%
All my work has
been as a TTOC
Prepared by BCTF Research
Temporary teaching
A continuing
Other combination
contract and also
(permanent)
of TTOC work
worked as a TTOC contract and also
worked as a TTOC
No answer
15
Continuing or term contract prior to becoming a TTOC
Continuing contract prior to becoming a TTOC
One in five (21%) survey respondents indicated having had a continuing contract as a teacher in
a BC public school prior to becoming a TTOC. Of these 51 respondents who have had a prior
continuing contract, 19.6% indicated this was for less than one year, and another 19.6% for 1–2
years, while 3.9% indicated having a continuing contract for 3–4 years. Just over one-half of
these 51 TTOC have had a continuing contract for at least five years prior to becoming a TTOC
(11.8% for 5–9 years, 15.7% for 10–19 years, and 25.5% for 20+ years).
Have you had a continuing contract as a teacher in a BC public school
prior to becoming a TTOC? (If Yes, how long were you working
in this continuing contract?) (n=51)
30%
25.5%
25%
20%
19.6%
19.6%
15.7%
15%
11.8%
10%
3.9%
5%
3.9%
0%
Less than 1
year
1-2 years
3-4 years
5-9 years
10-19 years
20+ years
No answer
Of the 51 respondents who have had a continuing contract prior to becoming a TTOC, 35.3%
have retired from a BC teaching position, 23.5% have moved or relocated from another district,
3.9% have moved to BC from another country, and 2% indicated having resigned and then
returned to teaching later. One in five of these TTOC (19.6%) indicated having been laid off
from a continuing teaching position.
Of those who indicated Other (13.7%), some specified “Other” as: staying home to raise my
kids; having a part-time continuing contract and work as a TTOC; views TTOC as a career
choice; a TTOC who indicated being forced to resign part of contract to go part-time after having
a child and now cannot increase FTE assignment so must work as a TTOC; and one person
indicated being on a leave of absence.
16
2014 Teachers Teaching on Call Working Conditions survey
If you have worked in a continuing contract in BC or elsewhere, and are now
working as a TTOC, which of the following apply to you? (n=51)
40%
35.3%
35%
30%
23.5%
25%
19.6%
20%
13.7%
15%
10%
3.9%
5%
2.0%
2.0%
0%
Retired from a BC Moved/relocated
Now TTOC
teaching position to another district because laid-off
from a continuing
teaching position
Other
Moved to BC from Resigned and
another country then returned to
teaching later
No answer
Term contract prior to becoming a TTOC
Of the 243 survey respondents, 76 TTOC answered Yes, when asked “Have you had a term
contract as a teacher, prior to becoming a TTOC?” Of these 76 respondents, 61.8% indicated
having had 1–2 term contracts, 26.3% 3–5 term contracts, and about one in ten (9.2%) more than
5 term contracts.
Have you had a term (temporary) contract as a teacher,
prior to becoming a TTOC? If Yes, how many? (n=76)
70%
61.8%
60%
50%
40%
30%
26.3%
20%
9.2%
10%
2.6%
0%
1-2 contracts
Prepared by BCTF Research
3-5 contracts
More than 5 contracts
No answer
17
Professional development and orientation for TTOC
Information provided by the district for TTOC orientation
The survey asked, “When you were first hired, did the school district provide an orientation to
the district?” Of the 243 respondents, about two-thirds indicated the district provided an
“Orientation to the district” (68.3%) and “A district handbook” (69.5%) when they were first
hired as a TTOC. Just over one-third of respondents indicated the district provided “Information
on PD opportunities” (38.7%).
When you were first hired, did the school district provide any of the following?
% who answered Yes (n=243)
80%
70%
69.5%
68.3%
60%
50%
38.7%
40%
30%
20%
10%
0%
Orientation to the district
A district handbook
Information about PD
opportunities
When asked, “Are TTOC eligible for PD funds in your district?” about one-half (46.5%) of
survey respondents answered “Yes” and 15.2% answered “No”. One in three survey respondents
were not aware of whether TTOC in the local/district were eligible for PD funds—37% of the
sample answered “Don’t know” to the question.
Are TTOC eligible for PD funds in your district? (n=243)
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
46.5%
37.0%
15.2%
1.2%
Yes
18
No
Don't know
No answer
2014 Teachers Teaching on Call Working Conditions survey
Mentorship program in the district
The survey asked TTOC, “Is there a Mentoring program in your district?” Over one-third of the
243 respondents (38.7%) answered “Yes”, indicating they are aware of a mentorship program.
But 43.6% of respondents answered “Don’t know”, indicating a need for more information for
TTOC on district mentorship programs.
Is there a Mentoring program in your district? (n=243)
50%
45%
40%
43.6%
38.7%
35%
30%
25%
16.9%
20%
15%
10%
5%
0.8%
0%
Yes
No
Don't know
No answer
Portability of seniority
The survey asked TTOC, “Since 2006, have you been hired into a different district?” Of the 243
respondents, 19.1% (45 survey respondents) answered “Yes” to the question. Of these 45
respondents, about two-thirds (62.2%) indicated being “Aware of seniority portability
provisions”. This means about one-third of TTOC who were hired in a different district since
2006 were not aware of seniority portability provisions. Only one in four (24.4%) TTOC
indicated being “Credited with TTOC seniority from your other district”.
Of TTOC who have been hired into a different district since 2006 (n=45),
regarding portability of seniority (% of 45 responses who answered Yes)
70%
62.2%
60%
50%
40%
30%
24.4%
20%
10%
0%
Aware of seniority portability provisions
Prepared by BCTF Research
Credited with TTOC seniority from your other
district
19
Employment intentions, job search, and
TTOC experience
Employment intentions and job search
When asked about reasons for working as a teacher teaching on call, almost two-thirds (63%) of
survey respondents indicated they work as a TTOC but would prefer full-time teaching
employment, and another 13.2% would prefer part-time teaching employment. One in ten
(10.7%) TTOC who responded to the survey choose TTOC work for lifestyle reasons other than
retirement. Some TTOC are retired and intend to work as a TTOC for the foreseeable future
(7.4%), and another 0.4% indicated they intend to work as a TTOC for this year only (2013–14).
From the following statements, please select the one
that best describes your work intentions (n=243)
70%
63.0%
60%
50%
40%
30%
20%
13.2%
10%
10.7%
7.4%
0.4%
3.3%
2.1%
Other
No answer
0%
Work as a
TTOC but
would prefer
full-time
employment
Work as a
Choose TTOC
Retired
Retired and
TTOC but
work for
intending to
working as
would prefer
lifestyle
work as a TTOC TTOC for
part-time
reasons other for this year foreseeable
employment
than
only
future
retirement
A few TTOC indicated “Other” (3.3%) and provided a description of their work intentions.
These responses are presented below.
Would prefer full-time employment
Gave up search for full-time work, decided to continue as TTOC for some
minimal income.
I have a part time job to ensure that I have enough money to live. TTOCing does
not provide regular, sustained employment.
I work as a TTOC and on a temporary contract, but would prefer a full-time
permanent contract.
20
2014 Teachers Teaching on Call Working Conditions survey
Choose to work as a TTOC
I choose to work as a TTOC because I find it professionally fulfilling, and
consider it an important part of the school system.
I work as a TTOC by choice largely because A) I love it, and B) I’m really scared
of a full-time teaching load in the current climate.
Willing to relocate to find employment as a teacher
One in three (33.3%) TTOC who responded to the survey answered Yes, when asked, “In your
opinion, is it possible for you to relocate to find employment as a teacher?”
In your opinion, is it possible for you to relocate
to find employment as a teacher? (n=243)
70%
64.6%
60%
50%
40%
33.3%
30%
20%
10%
2.1%
0%
Yes
No
No answer
Teacher comments re: Willing to relocate
I am a home owner and cannot relocate very far to find employment as a teacher.
I have already relocated just to get A TTOC position. I’m not sure relocating
would help get a permanent position.
If I was to relocate it would be to Alberta.
Incredibly difficult to find other districts to work in.
Relocation is expensive and there are no guarantees that you would get steady
work. Add that with the fact that my life is in the Lower Mainland and, no, I
cannot relocate.
Without contacts I find it would be very hard to break in to a new district.
The lower mainland is the largest population of people in BC. It also boasts the
most school districts in close proximity. It’s unfortunate that I could have to
relocate to a remote or rural part of the province (or out of province/country) to
get regular and continuing work.
There are many financial barriers to me relocating from Vancouver to find
employment as a teacher. However, I feel I have better chances of getting a
continuing contract.
Prepared by BCTF Research
21
Days of employment as a TTOC in 2013–14
Days worked as a TTOC in 2013–14
(Days worked as a TTOC in 2013–14 refers to the period September, 2013 to May 13, 2014.)
The survey asked “Since the beginning of the 2013–14 school year, approximately how many
days of employment have you had as a TTOC?” Of the 243 TTOC in the survey sample, 214
provided data on the number of TTOC days worked. On average, these TTOC worked 58.95
days since the beginning of the 2013–14, with days worked as a TTOC ranging from a minimum
of 1 day to a maximum of 170 days.
Of the 214 survey respondents who provided data, 20.6% worked 20 or fewer days, 20.1%
worked 21to 40 days, and 19.6% worked 41 to 60 days as a TTOC in 2013–14. One in ten of
these respondents (10.3%) worked 61 to 80 days, and another 14.5% worked 81 to 100 days as a
TTOC. A small proportion of the 214 respondents worked more than 100 days as a TTOC, with
8.4% working 101 to 120 days and 6.5% working 121 to 170 days as a TTOC in 2013–14.
Since the beginning of the 2013–14 school year, approximately
how many days of employment have you had as a TTOC? (n=214)
25%
20.6%
20%
20.1%
19.6%
14.5%
15%
10.3%
10%
8.4%
6.5%
5%
0%
20 or fewer
days
22
21 to 40 days 41 to 60 days 61 to 80 days 81 to 100 days 101 to 120
days
121 to 170
days
2014 Teachers Teaching on Call Working Conditions survey
Average days of employment as a TTOC in 2013–14
The following charts show the sample average and the average days worked as a TTOC in 2013–
14 by key demographic and employment characteristics, based on the 214 TTOC who provided
data on days of TTOC employment in 2013–14 and who answered the demographic questions.
Zone
The 2014 TTOC who answered this question had an average of 59 days of TTOC employment in
2013–14. Teachers in North Central/Peace River (70.29) had the highest average number of days
of TTOC employment, followed by Fraser Valley (65.88) and Metro Vancouver area and West
(63.11). Kootenay (44.54) and North Coast (29.25) had much lower-than-average days of TTOC
employment compared to the sample average and to other zones.
Days of employment as a TTOC, by Zone
(n=209 responses; sample average=59 days)
80
70.29
70
65.88
63.11
61.3
60
57.52
49.28
50
44.54
40
29.25
30
20
10
0
North
Central/Peace
River
Fraser Valley
Metro Vanc
area & West
Vancouver
Island North
Okanagan
Vancouver
Island South
Kootenay
North Coast
Note: As the number of responses from North Central/Peace River (7 responses) and North Coast (4 responses) was
small, it is difficult to make valid comparisons with other zones.
Prepared by BCTF Research
23
Type of geographic area
Compared to the sample average (59 days), TTOC in semi-urban areas (67.51 days) had higher
than average days of TTOC employment and TTOC in rural/remote areas (42.97 days) had lower
than average days of TTOC employment in 2013–14.
Days of employment as a TTOC, by geographic area
(n=211 responses; sample average=59)
80
70
60
67.51
61.43
59.08
50
42.97
40
30
20
10
0
Urban
Suburban
Semi-urban
Rural/Remote
Age group
TTOC in the survey who are under 35 years old had the highest average days of employment
(65.58 days) in 2013–14, followed by TTOC in the 35–44 age group (58.09 days). TTOC who
are 45 years or older had the lowest average number of days employment as a TTOC (46.52 days
for 45–54 years and 48.39 for the age group 55 years and older).
Days of employment as a TTOC in 2013-14, by age group
(n=213 responses; sample average=59 days)
70
65.58
58.09
60
50
46.52
48.39
45-54 years
55 years and older
40
30
20
10
0
Under 35 years
24
35-44 years
2014 Teachers Teaching on Call Working Conditions survey
Years’ experience as a TTOC
Average number of days of TTOC employment does not vary greatly across experience groups,
with the exception of TTOC with 1–2 years of experience working as a TTOC (69.51 days).
Days of employment as a TTOC, by years worked as a TTOC
(n=213 responses; sample average=59 days)
80
69.51
70
60
57.91
54.46
54.42
52.4
53.22
50
40
30
20
10
0
Less than 1 year
1-2 years
3-4 years
5-9 years
10-19 years
20+ years
Retired or non-retired TTOC
TTOC responding to the survey who indicated being retired and working as a TTOC have a
much lower average number of days of TTOC employment (37.55 days) in 2013–14 compared
to non-retired TTOC (60.72 days).
Days of employment as a TTOC, by retirement status
(n=206 responses; sample average=59 days)
70
60.72
60
50
37.55
40
30
20
10
0
Yes, retired
Prepared by BCTF Research
No, not retired
25
Amount of TTOC work
The survey asked TTOC if in this school year, they have had as much as, less than, or more than
as much TTOC work as they want. One-third (37.4%) of survey respondents indicated they have
“As much TTOC work as I want” and over one-half (57.2%) indicated they had “Less TTOC
work than I want”. Only 1.6% indicated they have had “More TTOC work than I want”.
With regard to this school year, which one of the
following statements is true for you? (n=243)
70%
57.2%
60%
50%
40%
37.4%
30%
20%
10%
1.6%
3.7%
More TTOC work than I
want
No answer
0%
As much TTOC work as I
want
Less TTOC work than I
want
Barriers to accepting TTOC assignments
When asked, “Do any of the following factors affect your ability to work as many days as a
TTOC as you would like?” 15.6% answered Yes to “Health”, 13.2% answered Yes to
“Childcare”, 7.8% answered Yes to “Non-teaching work”, and 3.7% answered Yes to “Poor
travel conditions”. One in ten TTOC (11.5%) indicated “Other” factors, described on the next
page. Less than 5% of respondents indicated that Transportation (4.1%) or Poor travel conditions
(3.7%) were factors affecting their ability to work as many TTOC days as they would like.
Factors affecting ability to work as many days as a TTOC as would like -Percentage of sample who indicated Yes (n=243)
18%
16%
15.6%
13.2%
14%
11.5%
12%
10%
7.8%
8%
6%
4.1%
3.7%
Transportation
Poor travel
conditions
4%
2%
0%
Health
26
Childcare
Other
Non-teaching
work
2014 Teachers Teaching on Call Working Conditions survey
Other factors affecting ability to work as many days as a TTOC as
would like
Several TTOC described the “Other type of factor affecting ability to work as many days as a
TTOC as you would like”:
Health reasons (personal or family)
Bereavement, Grief following cardiac arrest of my father.
Child illness and medical appointments.
Medical appointments say 1 per month.
On maternity leave.
Pregnant and was sick for month of April.
Not enough TTOC work
Huge deficit in Coq[uitlam], & new employer rules governing sick leave for
teacher, resulting in near “zero” callouts.
Layoffs in the district, priority TOCs now get most calls.
Lots of other TTOCs.
Not being called in to work.
Not enough jobs available.
Other work commitments
Cont/temp positions which take up more days.
Filling in for part-time assignments.
I was also employed as an on call EA in another district, which provided daily
work, but got in the way of taking TTOC calls.
Already working a 0.6 job.
Temporary part time teaching contracts.
Work commitment one day a week at a private school. I have missed out on TOC
work because of this.
Volunteer commitments
I volunteer in the district 2 mornings per week.
Volunteer involvement.
Own business, set-date volunteer activity.
Other factors
Early morning calls are very disruptive to the entire household.
Having to work half days or quarter days to cover someone for an hour.
Selling house, moving, no work calls.
The call out system.
Weather (especially in winter).
Prepared by BCTF Research
27
Travel to and from TTOC assignments
Distance travelled to TTOC assignments per week
The survey asked, “On average, how many kilometers per week do you travel to and from work
as a TTOC?” The 210 TTOC who provided data travelled an average of 96.74 kilometres per
week to and from work as a TTOC, ranging from a minimum of 1 kilometre to a maximum of
850 kilometres.
Of the 210 TTOC who provided data on distance travelled per week to and from work as a
TTOC, one-third (35.2%) travelled between 1 to 25 km per week and another 18.1% travelled 26
to 50 km per week. One in ten (10%) travelled 51 to 75 km per week or 101 to 200 km per week
(9.5%). Another 14.3% travelled 76 to 100 km per week. Some TTOC travelled over 200 km
each week for TTOC assignments, with 6.2% travelling 201 to 300 km, 3.3% travelling 301 to
400 km, and another 3.3% travelling over 400 km per week.
On average, how many kilometers per week do you
travel to and from work as a TTOC?
(n=210 respondents who provided data)
40%
35.2%
35%
30%
25%
20%
18.1%
14.3%
15%
10.0%
9.5%
10%
6.2%
5%
3.3%
3.3%
0%
1 to 25 km
28
26 to 50 km
51 to 75 km
76 to 100 km
101 to 200 km 201 to 300 km 301 to 400 km
Over 400 km
2014 Teachers Teaching on Call Working Conditions survey
Average kilometres/week by zone and region
The survey asked, “On average, how many kilometers a week do you travel to and from work as
a TTOC”? Based on the 206 respondents with complete data, TTOC travelled an average of
89.34 kilometres per week. Respondents in the Okanagan (108.88 km) and in the Fraser Valley
(152.60) zones travelled the greatest number of kilometres per week, and respondents in
Kootenay (27.31 km/week) and Vancouver Island South (53.48 km/week) travelled the least
amount of distance to and from work as a TTOC. Note: Due to the small sample size for North
Coast (n=4) and North Central/Peace River (n=6), valid comparisons are not possible for these
two zones.
Travel distance to and from TTOC assignments:
Average kilometers per week by zone
(Sample average=89.34 km per week based on 206 responses)
180
160
152.6
140
120
108.88
100
87.25
86.14
80
62.17
68.62
53.48
60
40
27.31
20
0
Kootenay
(n=13)
Okanagan
(n=26)
North Coast
North
Fraser Valley
Metro
Vancouver
Vancouver
(n=4)
Central/Peace
(n=43)
Vancouver Island North Island South
River (n=6)
area & West
(n=28)
(n=25)
(n=61)
Note: Small sample size for North Coast (n=4) and North Central/Peace River (n=6).
Prepared by BCTF Research
29
Hours per day to travel to TTOC assignments
When asked, “How long does it usually take you, per day, to travel to and from a TTOC
assignment?” almost three-quarters (72%) of respondents indicated “Less than 1 hour per day”
and 22.6% indicated “1 to 2 hours per day”.
How long does it usually take you, per day, to travel to and from
a TTOC assignment? (n=243)
80%
72.0%
70%
60%
50%
40%
30%
22.6%
20%
10%
1.2%
0.4%
3.3%
0.4%
0%
Less than 1 hour 1 to 2 hours per 2 to 3 hours per 3 to 4 hours per More than 4
per day
day
day
day
hours per day
No answer
Most (88.1%) of respondents answered Yes, when asked, “Do you need a vehicle to travel to the
schools where you work as a TTOC?” Of the 214 TTOC who said they need a vehicle to travel
to the schools where they work as a TTOC, only 6% answered Yes when asked, “If driving
between schools is a part of your TTOC assignment, does the school district reimburse you for
mileage?”
Do you need a vehicle to travel to the schools where you work as a TTOC?
(n=243)
100%
88.1%
80%
60%
40%
20%
9.5%
2.5%
0%
Yes
30
No
No answer
2014 Teachers Teaching on Call Working Conditions survey
TTOC call-out system and assignments
When asked, “What call-out system is used in the school district in which you have worked the
most in this school year?”, about one-half (46.5%) of respondents selected “Direct contact”,
26.3% selected “Web-based”, and another 24.7% selected “Combination” of both.
What call-out system is used in the school district in which you have
worked the most in this school year? (n=243)
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
46.5%
26.3%
24.7%
2.5%
Direct contact
Web-based
Combination
No answer
When asked, “Which of the following best describes the policy/procedure for TTOC assignment
in your school district?” one-third (34.6%) of respondents selected “Preferential”, 15.2% selected
“Rotational”, 11.1% selected “Random”, and 2.9% selected “Seniority”. One-third (32.5%) of
respondents selected “Combination” of the above.
Which of the following best describes the policy/procedure for
TTOC assignment in your school district? (n=243)
40%
35%
34.6%
32.5%
30%
25%
20%
15.2%
15%
11.1%
10%
3.7%
2.9%
5%
0%
Preferential
Prepared by BCTF Research
Rotational
Random
Seniority
Combination
No answer
31
District policy on role of teacher when requesting a TTOC
In some school districts the teacher who is going to be away can request a specific TTOC. The
survey asked respondents, “Can the teacher who will be away request a specific TTOC when
they contact the school/district office to make their request?”—About three-quarters (76.1%) of
respondents answered Yes to this question.
Can the teacher who will be away request a specific TTOC when they
contact the school/district office to make their request? (n=243)
80%
76.1%
70%
60%
50%
40%
30%
20.2%
20%
10%
3.7%
0%
Yes
No
No answer
District policy varies as to whether the teacher who will be away can indicate they have already
spoken to the TTOC. About four in ten respondents (42.4%) indicated the teacher who will be
away can indicate that they’ve already spoken to the TTOC. The non-response rate (9.9%) was
higher than for the previous question, suggesting that one in ten respondents may not know the
district policy regarding this call-out procedure.
Can the teacher who will be away indicate that they’ve already
spoken to the TTOC? (n=243)
60%
50%
47.7%
42.4%
40%
30%
20%
9.9%
10%
0%
Yes
32
No
No answer
2014 Teachers Teaching on Call Working Conditions survey
TTOC assignments 4 days in a row
The 2014 TTOC survey was conducted in May-June of 2014, while BCTF was in negotiations
for a new teacher collective agreement. Prior to reaching a new collective agreement, TTOC
were paid on scale if they worked on TTOC assignments four days in a row. In September 2014,
a six-year collective agreement was reached between the British Columbia Teachers’ Federation
and the British Columbia Public School Employers’ Association. The new agreement includes
improvements in TTOC pay, benefits, and experience credit. Teachers on call are no longer
required to work four days in a row to be paid on scale. Article B.2.6 Teacher Teaching on Call
Pay and Benefits states “An Employee who is employed as a teacher teaching on call shall be
paid 1/189 o his/her category classification and experience, to a maximum of the rate at Category
5, Step 7, for each full day worked”. As of July 1, 2016 the maximum pay rate will increase to
Category 5, Step 8.
The survey asked, “Approximately what proportion of your total TTOC assignments in 2013–14
have been for 4 or more days in a row?” The results show the majority of TTOC in this survey
had no or few assignments for four days in a row, with 30% indicating “None” and 37.9%
indicating “Less than one-quarter” of all TTOC assignments in 2013–14 were four days in a row.
About 1 in 7 (14%) indicated “Between one-quarter and one-half”, 9.1% indicated “Between
one-half and three-quarters”, and 6.6% indicated “More than three-quarters” of their TTOC
assignments were four days in a row.
Approximately what proportion of your total TTOC assignments
in 2013–14 have been for 4 or more days in a row? (n=243)
40%
37.9%
35%
30.0%
30%
25%
20%
14.0%
15%
9.1%
10%
6.6%
5%
2.5%
0%
None
Less than one- Between one- Between onequarter
quarter and one- half and threehalf
quarters
Prepared by BCTF Research
More than
three-quarters
of all my TTOC
assignments in
2013-14
No answer
33
Reasons TTOC is normally unable to accept TTOC assignments 4 days in a row
Three-quarters of survey respondents answered Yes when asked, “If you are offered 4
consecutive days’ TTOC work, would you normally be able to accept those days?” One in five
(20.6%) TTOC in the survey answered No to this question, suggesting there are factors limiting
these TTOCs’ availability for consecutive days of TTOC assignments.
If you are offered 4 consecutive days’ TTOC work,
would you normally be able to accept those days? (n=243)
80%
70%
60%
50%
40%
30%
20%
10%
0%
75.7%
20.6%
3.7%
Yes
No
No answer
Fifty respondents answered No to the question, “If you are offered 4 consecutive days’ TTOC
work, would you normally be able to accept those days?” TTOC who answered No were also
asked whether any of the reasons listed explain why they are not normally able to accept TTOC
assignments four days in a row. Of the 50 respondents, 70% indicated “Part-time contract”, 28%
of the sample indicated “Family responsibility”, 8% indicated “non-teaching work
commitments”, and 2% indicated “Other reasons”.
Reason not available for TTOC assignments 4 days in a row
(Percentage of 50 respondents who indicated "Yes")
80%
70%
70%
60%
50%
40%
28%
30%
20%
8%
10%
2%
0%
Part-time contract
34
Family responsibility
Non-teaching work
commitments
Other reason
2014 Teachers Teaching on Call Working Conditions survey
Accepting TTOC assignments outside area of expertise
When asked, “Do you accept teaching assignments outside your area of expertise?”, about half
(48.6%) answered “Sometimes” and 41.2% answered “Always”. Only 6.2% of respondents
indicated they never accept teaching assignments outside their area of expertise.
Do you accept teaching assignments outside your area of expertise? (n=243)
60%
48.6%
50%
41.2%
40%
30%
20%
10%
6.2%
4.1%
0%
Never
Sometimes
Always
No answer
The survey asked TTOC to estimate approximately what proportion of the time they have been
called for teaching assignments that they consider to be outside their area of expertise. About one
in ten respondents (11.9%) had no assignments outside their area of expertise and about one-half
of TTOC (55.6%) indicated this situation occurs in “Less than one-quarter” of their assignments.
But for about one in six TTOC in the survey, at least one-half of their TTOC assignments were
outside of their area of expertise (8.6% indicated “Between one-half and three-quarters” and
7.4% indicated “More than three-quarters”).
Approximately what proportion of the time have you been
called for teaching assignments that you consider to be outside
your area of expertise? (n=243)
60%
55.6%
50%
40%
30%
20%
14.0%
11.9%
8.6%
10%
7.4%
2.5%
0%
None
Less than one- Between one- Between onequarter
quarter and one- half and threehalf
quarters
Prepared by BCTF Research
More than
three-quarters
No answer
35
What TTOC had to say about employment intentions
and job search
The survey asked whether teachers teaching on call had anything to add regarding employment
intentions and job search. The comments reveal the great difficulty many TTOC are having
obtaining stable employment in the teaching profession.
Difficulty finding a continuing contract
I have only had three temporary contracts in ten years and have not yet achieved
the necessary 15 months of temporary contracts to be eligible for a continuing
teaching position. TTOCs should be hired by seniority as teachers are hired.
I have worked as a TTOC in [one school district] for 5 years with no temporary
contracts. I was first hired with [a different district] and worked for 1 1/2 yrs as a
TTOC. Due to budget cuts, I have had to consider re-locating out of this district,
province and country in order to get a full time job.
I love working in [this] school district, but there has not been a lot of work. I have
had to work as a waitress part-time because of the lack of work.
I plan to leave teaching in the next 1–3 years due to an utter lack of opportunity
and job security.
I think it is absolutely terrible that a seasoned teacher like me who wanted to
work part time to raise my child now cannot increase my time. My child is
starting K in the fall and the layoff/recall list teachers get first priority at all jobs
in (the district).
Incredibly difficult to get a job as a p/t or f/t teacher from TTOCing in my district.
There are very few jobs opportunities out there for TTOCs. It is very frustrating.
There is an incredible lack of permanent positions available and the universities
continue to pump out an excess of new teachers. This is unfair to those in the field
now and those attempting to get into the field. Similarly, the district needs to look
at TTOC seniority for hiring rather than taking a new TTOC into a temporary
position, it should be a TTOC who has been in the district the longest (i.e., More
experience).
There just aren’t the opportunities in an urban area. I have two degrees and just
finishing up a Masters in special education. Even with those qualifications, I find
the job search difficult.
Seeking a part-time contract
Although I would like part-time employment as a teacher and have applied many
times for such, I know that will not happen due to my age.
I work as a TTOC three days a week, and the other two days I have a continuing
teaching contract. I would prefer the part-time contract to be three days a week,
and to TTOC only once or twice a week.
36
2014 Teachers Teaching on Call Working Conditions survey
Choose TTOC work for work-life balance
A few TTOC indicated that the amount of TTOC work they have is working to help them
balance between teaching and other interests or responsibilities:
As a self-employed artisan, TTOC work works extremely well with my schedule.
The earnings are enough for me to cover my basic living costs.
I am also the primary caregiver of my seven year old son. So sometimes I think
working as a TTOC might be more realistic in comparison to working a full time
teaching position, because I know the extra hours that it involves. This is
especially true for first year teachers who are scrambling to build their resources,
and in my case I would be scrambling to stay involved and available as a father to
my son.
One TTOC chose a combination of retirement and TTOC work because of workload issues.
I am a Technology (Industrial) Education teacher who found the subject area too
stressful to do full-time. Rather than take stress leave, I decided to retire well
before being eligible for full pension because I also have Red Seal trade
qualifications. I do not always respond to calls as a TTOC. I love teaching, but
because conditions in the schools are deteriorating, particularly in the Tech Ed
subject areas, I intentionally limit the amount of TTOC work I do if the
assignments are long term.
Hiring procedures and other policies relating to TTOC work
Some TTOC shared their views on district policies or procedures that made it more difficult for
TTOC to acquire the seniority or otherwise qualify for term or continuing positions.
In SD[...] there have been problems about hiring people for new temporary
contracts with the absence of transparency or an interview process.
I would love to work full time - sure wish that my TTOC time would be considered
experience as a teacher- I don’t know how you get the job - you need experience
yet the only experience is TTOCing and that experience is devalued, or not
considered “real” teaching. A slap really to the hard work TTOC do.
I have been informed that TTOCs are unable to take a leave of absence from the
district unless they have worked in SD[...] for five years prior. I am not provided
with enough work but, expected to loyally remain as an impoverished TTOC with
full time availability also making it difficult to seek alternative employment.
Seniority system is very flawed. Limitations for TTOCs on when or if we can take
leaves of absence to teach abroad while job situation is scarce. Difficult to obtain
work references as a TTOC, limits ability to obtain employment in other districts.
I’m not sure if it is a good idea to have so many retired teachers and principals
on the TOC list.
I have been trying to find a continuing contract since graduating in 2006. I have
moved from ON, back to ON and back to BC, which I know has made this more
difficult, but I am so frustrated with the seniority issues around hiring that I am
considering leaving the profession.
Prepared by BCTF Research
37
Local/union activity and supports
Participation in BCTF activities
The survey asked, “Since you became a TTOC, have you participated in any of the following
BCTF activities?” The BCTF activity with the highest proportion of TTOC participating is
Professional development workshop/session (58.8%). About one-third of TTOC in the survey
have attended a Local TTOC committee meeting (30.5%) and Local/Union social function
(30.0%), and about one-quarter (27.6%) have attended a Local general meeting/RA/AGM. Only
one in five respondents (18.9%) have attended a Local teacher union induction and slightly fewer
a Workshop on union participation (17.7%). The BCTF activities with the lowest participation
by survey respondents include PSA (13.2%), a Mentoring program (8.6%), a Zone meeting
(7.8%), and a BCTF committee (3.3%).
“Other” BCTF activities were specified as attending an on-site union meeting, school based
committees, union lunch meetings, information sessions, BCTF New Teachers Conference,
BCTF Summer Conference, the AGM, or an Employment Insurance workshop. Other BCTF
activities mentioned include serving as a member of the bargaining committee, as a Local
Executive member, a representative at school level, a workshop facilitator, and a presenter to
BCPSEA/BCTF.
Since you became a TTOC, have you participated in any of the following
BCTF activities? (n=243 - % of sample who answered Yes)
PD workshop/session
58.8%
Local TTOC committee meeting
30.5%
Local/Union social function
30.0%
Local general meeting/RA/AGM
27.6%
Local teacher union induction
18.9%
Workshop on union participation
17.7%
PSA
13.2%
Mentoring
8.6%
Zone meeting
7.8%
Other
6.2%
BCTF Committee
3.3%
0%
10%
20%
30%
40%
50%
60%
70%
When asked, only 3.3% of TTOC in the survey indicated that since becoming a TTOC, they have
been a facilitator for a BCTF workshop. About one in six (16%) of survey respondents answered
Yes when asked, “Since becoming a TTOC, have you participated in Federation activities for
which you received TTOC pay and reimbursement for expenses?”
38
2014 Teachers Teaching on Call Working Conditions survey
Sources of information on or assistance with issues
related to teaching on call
The survey asked, “Have you contacted any of the following for information or assistance about
issues related to teaching on call?” The following chart shows that there is no single source of
information that is used significantly more than others. One-third of respondents (32.5%)
indicated contacting other colleagues for information/assistance related to teaching on call,
followed by the school district office (30.5%), local president (30%), school union representative
(29.2%), and TTOC Advisory Committee Rep in your local (29.2%). One-quarter (24.7%)
indicated having contacted their administrative officer for information/assistance related to
teaching on call.
Other sources of information/assistance related to TTOC were specified as a blog written by the
past TTOC chair in Surrey (“Life on Call Blog”), local union office (ADTA, STA, LTA), union
secretary, and local union member.
Have you contacted any of the following for information or assistance
about issues related to teaching on call? (n=243)
35%
32.5%
30.5%
30.0%
30%
29.2%
29.2%
24.7%
25%
20%
15%
10%
4.1%
5%
0%
Other
colleagues
School District Local president
office
Prepared by BCTF Research
School Union TTOC Advisory Administrative Other source of
Rep
Committee Rep
Officer
information
in your local
39
TTOC webpage on BCTF website
The BCTF website provides a Teachers Teaching On Call web page with information and
resources on topics such as employment, an online seminar on navigating the Employment
Insurance claim process, conferences, publications, health and safety, and more. About one-half
(48.1%) of respondents indicated being aware of the TTOC webpage on the BCTF website.
Are you aware of the BCTF TTOC website? (n=243)
60%
48.1%
48.1%
40%
20%
3.7%
0%
Yes
No
No answer
Of the 117 survey respondents who answered Yes, they were aware of the TTOC webpage,
41.9% accessed information on the BCTF Members’ Guide, 36.8% on Employment Insurance,
and 27.4% on the “A Day in the Life” video. About one in five of these TTOC accessed
information on the TTOC Advisory Committee (19.7%) and Health and safety (17.9%).
“Seniority for all” was the topic the least TTOC (13.7%) accessed on the TTOC webpage.
Topics accessed on the BCTF webpage for Teachers Teaching On Call
(Percentage of 117 TTOC who answered Yes, aware of
BCTF TTOC website)
BCTF Members' Guide
41.9%
Employment Insurance
36.8%
A Day in the Life
27.4%
Conferences
21.4%
Employment
21.4%
TTOC Advisory Committee
19.7%
Health and safety
17.9%
Other topics on the TTOC webpage
13.7%
Seniority for All
13.7%
0%
40
5%
10%
15%
20%
25%
30%
35%
40%
45%
2014 Teachers Teaching on Call Working Conditions survey
What TTOC had to say about local/union activity, and supports
Access to information related to TTOC
As a member of the TTOC committee I am privy to information other TTOCs are
not. It is unfortunate that not all TTOCs have the same knowledge and
accessibility to important information.
Most union information that I have received has applied to continuing teachers.
When I have asked for information specific to TTOCs, I rarely am able to get an
answer for my concerns.
The video “A day in the life...” is super lame : )
I don’t feel the information there is very dynamic for TTOCs.
I’ve visited the blog lifeoncall.blogspot, which is created by a former TTOC of
Surrey.
I took a TTOC workshop offered by the BCTF and it was not helpful at all. We
were asked to brainstorm and share ideas rather than offering us ideas and
assistance.
Thank you for all the information and professional development which you offer.
Feelings of exclusion
I feel left out of the union as most of their work is for contract teachers.
We are not included in district union emails. That makes me feel excluded.
We used to get regular e-mail updates but that has fallen off over the last couple
of years—lately we have been getting e-mails from the Union with regards to job
action.
Teacher induction and encouraging TTOC to participate in the union
Our local president has been incredibly patient with answering questions from
TTOCs and helping the TTOC committee answer the questions they receive.
Much more needs to be done to reach out to TTOCs and new Teachers. We could
be contributing so much more if we were participating (I say we, but I participate
while knowing 90% of my fellow TTOCs have little to no clue how they could
participate) Induction ceremonies need to be happening in all locals and they
need to include TTOCs!....Ideally, every single TTOC would get a paid day to
participate in a SURT Workshop every year for their first five years. I really think
it would pay off HUGE in the long run.
Consequence of job action for TTOC
The local/union does not represent us well in the slightest. They protect only the
privileged and those who are fit to not lose money with job action. They make
more work for us by limiting the time we can go to school before and after and
now wish for us to not bring any work home. We also lose one administration and
day of pay because of this not to mention the upcoming level 2 job action.
I believe that my activity with the union during the 2012 job action made it more
difficult for me to secure further contracts within the district I was working at the
time. To find work I had to look to the independent school system where I worked
full-time for a year before returning to the public system.
Prepared by BCTF Research
41
Financial information
Salary category
The survey asked respondents to indicate their salary category, as set by the Teacher
Qualification Service. Very few TTOC responding to the survey are at Category 4 (5.3%). Over
half of the respondents are at Category 5 (57.2%), 10.3% at Category 5+, and 8.2% at Category
6. Almost one in five (17.3%) survey respondents did not answer this question.
What is your salary category, as set by the Teacher Qualification Service?
(n=243)
70%
57.2%
60%
50%
40%
30%
17.3%
20%
10.3%
10%
8.2%
5.3%
0.8%
0.8%
Don't know
Other
0%
4
5
5+
6
No answer
The following chart shows the percentage of survey respondents in each salary category based
only on those TTOC who answered the question (201 responses). Using this data, 6.5% of these
TTOC are at Category 4, 69.2% are at Category 5, 12.4% at Category 5+, and 10% at
Category 6.
What is your salary category, as set by the Teacher Qualification Service?
(n=201 - excludes no answer)
80%
69.2%
70%
60%
50%
40%
30%
20%
10%
12.4%
6.5%
10.0%
1%
1%
Don't know
Other
0%
4
42
5
5+
6
2014 Teachers Teaching on Call Working Conditions survey
Supplemented TTOC work in 2013–14
The survey asked “During this school year (i.e., from September 2013 to present), have you
supplemented your TTOC income with non-teaching work?” Just under one-half of respondents
indicated Yes, they had supplemented their TTOC work with other types of employment.
During this school year, have you supplemented
your TTOC income with non-teaching work? (n=243)
50%
44.0%
37.4%
40%
30%
18.5%
20%
10%
0%
Yes
No
No answer
Types of employment TTOC are working in addition to TTOC
assignments
If respondents indicated they supplemented their TTOC work with other types of work, the
survey asked them to describe the nature of this work.
The responses to this question reveal the range of employment activities TTOC work in addition
to their TTOC assignments. Many are working in areas that utilize teaching or instructional
skills, including teaching in an after-school literacy program, a university teaching assistant, DL
consultant, SPCA educator, sports instructor (swimming, ski, coaching), night school teacher,
and education assistant. Twenty TTOC indicated they work as tutors in addition to their TTOC
assignments.
Some TTOC have training in other professions or skilled trades and are employed in jobs related
to this training, including a policy analyst, a geologist, a psychometrician, a social worker, a
pharmacy assistant, an editor, a financial consultant, and a millwright.
Other areas of employment include family/community services (childcare, respite care, domestic
services), office and administration (administrative assistant, bookkeeping, data entry, office
work), the service and retail industry (cashier, restaurant server, barista, sales employee), selfemployed (tax consultant, suite rental, children’s entertainment business, freelance work),
artist/entertainer (musician, photography, art studio, performance arts), and construction
(machinist, labourer, construction worker).
Prepared by BCTF Research
43
TTOC earnings, personal income, and household
income
Income from TTOC employment
The survey asked TTOC, “Which of the following best describes your approximate gross
income (before taxes) for the 2013 tax year from teaching-on-call employment?” About onequarter (25.9%) of TTOC earned less than $10,000, one in five (22.2%) earned from $10,000
to $19,999, and 16% earned from $20,000 to $29,999 before taxes for the 2013 tax year. One
in ten respondents earned from $30,000 to $39,999. Only 6.1% of the TTOC in the survey
earned $40,000 or more (based on the combined percentages).
Which of the following best describes your approximate gross income
(before taxes) for the 2013 tax year from teaching-on-call employment?
(n=243)
Under $10,000
25.9%
$10,000-$19,999
22.2%
$20,000-$29,999
16.0%
$30,000-$39,999
9.9%
$40,000-$49,999
4.5%
$50,000-$59,999
0.8%
$60,000-$69,999
0.4%
$70,000+
0.4%
No answer
19.8%
0%
5%
10%
15%
20%
25%
30%
As the non-response rate to this question is quite high (19.8%), it is also useful to look at the
percentages of only those TTOC who answered the question. Of the 195 TTOC who answered
the question, one-third (32.3%) of TTOC earned less than $10,000, 27.7% earned from $10,000
to $19,999, and 20% earned from $20,000 to $29,999, before taxes in the 2013 tax year.
44
2014 Teachers Teaching on Call Working Conditions survey
Personal income from all sources
The survey also asked TTOC, “Which of the following best describes your personal total gross
income from all sources of employment in the 2013 tax year?” For about one-half of TTOC
responding to the survey, total income from all sources (before taxes) is below $30,000, with
14.8% earning under $10,000, 17.3% earning $10,000 to $19,999, and 18.1% earning $20,000 to
$29,999. In the mid-range, 16.5% of TTOC total earnings from all sources are between $30,000
and $39,999, and 14% are between $40,000 and $49,999. About one in eight TTOC earned
$50,000 or more, with 7.8% earning from $50,000 to $59,999, 2.9% earning from $60,000 to
$69,999, and 2.1% earning $70,000 or more.
What was your personal total gross income from all sources of
employment in the 2013 tax year? (n=243)
Under $10,000
14.8%
$10,000-$19,999
17.3%
$20,000-$29,999
18.1%
$30,000-$39,999
16.5%
$40,000-$49,999
14.0%
$50,000-$59,999
7.8%
$60,000-$69,999
2.9%
$70,000+
2.1%
No answer
6.6%
0%
Prepared by BCTF Research
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
45
Total household income before taxes
The survey asked TTOC, “Which of the following best describes your total household
income before taxes (total household income of all family members living in your household)
in 2013?”
As this takes the income of all family members in the household into account, a much lower
proportion fall below $30,000, with 3.7% having a household income less than $10,000,
6.2% between $10,000 and $19,999, and 6.6% between $20,000 and $29,999. There is also a
much higher proportion of respondents with a household income of at least $70,000, with
9.1% between $70,000 and $79,999, 5.8% between $80,000 and $89,999, and 22.2% with a
household income over $90,000.
Which of the following best describes your
total household income before taxes in 2013? (n=243)
Under $10,000
3.7%
$10,000-$19,999
6.2%
$20,000-$29,999
6.6%
$30,000-$39,999
9.5%
$40,000-$49,999
11.5%
$50,000-$59,999
9.5%
$60,000-$69,999
6.6%
$70,000-$79,999
9.1%
$80,000-$89,999
5.8%
$90,000+
22.2%
No answer
9.5%
0%
46
5%
10%
15%
20%
25%
2014 Teachers Teaching on Call Working Conditions survey
TTOC who reported TTOC earnings under $20,000
About one-half (48.1%) of all survey respondents indicated their before-tax earnings from TTOC
employment in the 2013 tax year was under $20,000. One-half (50.5%) of the 117 respondents
with TTOC earnings of less than $20,000 are under 35 years of age, similar to their
representation in the overall sample (48.1%).
Age distribution of TTOC by TTOC earnings: Under $20,000 vs. overall sample
Age group
Under 35 years
35–44 years
45–54 years
55–64 years
65 + years
No answer
Total
Percentage of total
TTOC earnings
All survey
under $20,000
respondents
(n=117)
(n=243)
50.5%
48.1%
24.8%
25.1%
9.4%
11.5%
10.3%
11.1%
4.3%
3.7%
0.9%
0.4%
100.0
100.0%
Personal and household income of those with TTOC earnings below $20,000
Respondents with TTOC earning under $20,000 are more likely to be working in other types of
employment in addition TTOC work. Of the 117 respondents with TTOC earnings of less than
$20,000, one-half (52.1%) supplemented their earnings with non-TTOC work (compared to 44%
of the overall sample). Even when earnings from non-TTOC work are taken into account, about
one-half of these TTOC have a very low personal income. Of the respondents with TTOC
earnings under $20,000 per year, 21.4% have a personal total gross income of less than $10,000,
and another 29.9% have a personal income between $10,000 and $19,999 (see chart below).
What is the personal total gross income (from all sources) for
TTOC who earn less than $20,000 from TTOC employment
(n=117 respondents)
35%
29.9%
30%
25%
21.4%
20%
15%
10%
5%
18.8%
11.1%
6.8%
5.1%
2.6%
1.7%
2.6%
0%
Prepared by BCTF Research
47
TTOC with earnings from TTOC employment less than $20,000 are more likely to be in the
lowest income groups for both personal and household income. One-half (51.3%) of respondents
with TTOC earnings below $20,000 indicate a total personal income (from all sources) of less
than $20,000, compared to only 32.1% of the overall sample. About one-quarter (25.7%) of
respondents whose 2013 TTOC earnings were under $20,000 indicated a total household income
below $30,000, compared to 16.5% of the overall sample. A similar proportion as the overall
sample (37.1%) of respondents with TTOC earnings under $20,000 reported a household income
of at least $70,000 (39.3%).
TTOC earnings under $20,000
(n=117)
All respondents (n=243)
Personal income
under $20,000
Household income
under $30,000
Household income
$70,000 or more
51.3%
25.7%
39.3%
32.1%
16.5%
37.1%
Note: TTOC earnings, personal total gross income, and household income, are before-tax, for the 2013 tax year.
Work intentions: TTOC earnings below $20,000 vs. household income $70,000 or
more
Of the 117 respondents with TTOC earnings under $20,000, over three-quarters are seeking
permanent teaching positions. When asked about work intentions, 63.2% indicated they would
prefer full-time employment, and 14.5% would prefer part-time employment. About one in ten
(9.4% combined) indicated being retired and working as a TTOC for the current year or for the
foreseeable future. The proportion of TTOC who indicate each reason for working as a TTOC
are similar to the overall sample, except for “Choose TTOC work for lifestyle reasons other than
retirement” (7.7% of those with TTOC earnings under $20,000 vs. 10.7% of the overall sample
selected this reason).
TTOC with household incomes $70,000 or higher
About one-third (37.1%) of survey respondents reported a household income before taxes of
$70,000 or more in 2013. Of the 90 respondents with a household income of $70,000 or more,
60.0% work as a TTOC but would prefer full-time employment (compared to 63.0% for the
overall sample), and 11.1% work as a TTOC but would prefer part-time employment (compared
to 13.2% for the overall sample). Having a higher household income appears to influence the
work intentions of TTOC who are not seeking a permanent teaching position, with 16.7% of
TTOC with household incomes of $70,000 or more indicating the reason “Choose TTOC work
for lifestyle reasons other than retirement”. This is higher than the overall sample (10.7%) and
more than double the 7.7% of respondents with TTOC earnings under $20,000 who indicated
“Work as a TTOC for lifestyle reasons other than retirement”.
48
2014 Teachers Teaching on Call Working Conditions survey
Which best describes your work
intentions for working as a
Teacher Teaching on Call?
Work as a TTOC but would
prefer full-time employment
Work as a TTOC but would
prefer part-time employment
Choose TTOC work for lifestyle
reasons other than retirement
Retired intending to work as a
TTOC for this year only
Retired and working as TTOC for
foreseeable future
Other
No answer
Total
TTOC earnings
under $20,000
(n=117)
Household income
$70,000 or more
(n=90)
Overall sample
(n=243)
63.2%
60.0%
63.0%
14.5%
11.1%
13.2%
7.7%
16.7%
10.7%
0.9%
1.1%
0.4%
8.5%
6.7%
7.4%
3.4%
1.7%
100.0%
3.3%
1.1%
100.0%
3.3%
2.1%
100.0%
Earnings and income of TTOC who are retired
Of the 22 retired TTOC who responded to the survey, 54.5% reported TTOC earnings under
$20,000 and 36.3% reported a total personal income from all sources of less than $20,000,
slightly higher than the overall sample (see table below). In terms of total household income, one
in ten (9%) retired TTOC reported a household income under $30,000 compared to 16.5% of all
respondents. The proportion of retired TTOC (40.9%) with a household income of $70,000 or
more is similar to the overall sample (37.1%).
Retired TTOC (n=22)
All respondents
(n=243)
36.3%
Household
income under
$30,000
9.0%
Household
income $70,000
or more
40.9%
32.1%
16.5%
37.1%
TTOC earnings
under $20,000
Personal income
under $20,000
54.5%
48.1%
Note: TTOC earnings, personal total gross income and household income are before-tax, for the 2013 tax year.
Prepared by BCTF Research
49
Employment Insurance and teachers teaching on call
When asked, “Since you became a TTOC, how many times have you applied for Employment
Insurance?”, about one-half (53.5%) of TTOC responded “None”. Many TTOC had applied for
Employment Insurance benefits at least once, with 17.3% applying one time, 5.8% two times,
and 17.3% three or more times.
Since you became a TTOC, how many times have you applied
for Employment Insurance? (n=243)
60%
53.5%
50%
40%
30%
17.3%
20%
17.3%
5.8%
10%
2.9%
3.3%
Not applicable
No answer
0%
None
One
Two
Three or more
Of the 96 TTOC who indicated having applied for Employment Insurance since becoming a
TTOC, 85 responded to the question asking how many times their application was successful. Of
these 85 survey respondents, 40% were successful one time, 17.6% two times, and 42.4% three
times.
Since you became a TTOC, how many times
has your application been successful? (n=85)
45%
42.4%
40.0%
40%
35%
30%
25%
17.6%
20%
15%
10%
5%
0%
One time
50
Two times
Three or more times
2014 Teachers Teaching on Call Working Conditions survey
BCTF online resource for TTOC on Employment Insurance
The survey asked TTOC, “Have you used the BCTF online resource for TTOC on Employment
Insurance, the Employment Insurance seminar: Navigating the EI claim process for Teachers
Teaching on Call?” About one in seven respondents (14%) answered Yes, they have used BCTF
online resources for TTOC on employment insurance.
For TTOC who have used the online resources for TTOC on employment insurance, one-third
(33.3%) indicated these sources were “Very helpful”, and about two-thirds (63.6%) indicated
they were “Somewhat helpful”. Very few (3%) indicated they were “Not at all helpful”.
If Yes, was BCTF information helpful in the process of submitting
your EI claim (n=33 valid responses)
70%
63.6%
60%
50%
40%
33.3%
30%
20%
10%
3.0%
0%
Very helpful
Somewhat helpful
Not at all helpful
Comments by TTOC about the BCTF online resources on Employment
Insurance
Several TTOC commented that they had attended or were planning to attend a BCTF workshop
on Employment Insurance. There were a few comments about the workshop, with one teacher
teaching on call noting the workshop did not include the most current changes in EI rules, one
TTOC found the terminology and jargon to be confusing, while another stated it was very
straightforward after having it explained. Two TTOC indicated they were not aware of the
webpage before completing the survey but intended to look at it.
The comments made by several teachers reveal that many TTOC feel discouraged from trying to
apply for Employment Insurance:
From other TTOCs I’ve heard that applying for EI is a waste of time, unless
you’ve been able to get pretty consistent TTOC work. I’m under the impression
that I haven’t been able to accumulate enough hours to be considered for EI.
I tried to request EI, but since I did not have information about when to do it I
missed the deadline. Nevertheless I requested my work history to my school
district and they never got back to me. Also, I’ve heard that TTOCs are not
successful requesting EI.
Prepared by BCTF Research
51
I was told we were not able to collect EI so I never applied.
Seems like it’s more trouble than it’s worth. All the questions, records, calls, emails. All for a couple hundred dollars.
A few teachers teaching on call commented on the challenges they encountered with
Employment Insurance claims:
I was forced to make a choice in the summer of 2013 between my teaching job
and my other job. I chose the teaching career and was given a severance of my
years of service from my other job. The supplement deemed me ineligible for EI
benefits. I am in dire straits right now as I try to make ends meet. With no EI and
almost no teaching work I am forced to decide whether to leave teaching behind
and find another line of work or to try and find other jobs that will allow me to
work during off-teaching hours for minimum wage to try and make ends meet.
Had I known that things would have become this bad as a teacher I would never
have left my other job.
The declaring of income was difficult to figure out. I ended up with a slight $6.00
overpayment and arrogant treatment from HRDC...like I should not be applying.
EI does not work well for TTOCs who are not paid bi-weekly and it is difficult to
constantly change the claims if you suddenly get four or more days in a row. I
kept getting letters from EI about my claim and it was so stressful I do not wish to
apply again.
52
2014 Teachers Teaching on Call Working Conditions survey
Student-loan debt
One in three (33.3%) of the TTOC who responded to the survey answered Yes, they currently
have student loan debt.
Do you currently have student-loan debt? (n=243)
63.8%
70%
60%
50%
40%
33.3%
30%
20%
10%
2.9%
0%
Yes
No
No answer
The following chart shows the total amount of student loan debt these TTOC currently have,
with one in five (18.8%) having under $10,000 student loan debt, one-third (33.8%) having
between $10,000 and $19,999, and 13.8% having $20,000 to $29,999 in student loan debt. About
one in three of the TTOC have at least $30,000 or more in student loan debt, with 10% owing
$30,000 to $39,999, and 3.8% owing $40,000 to $49,999. One in five of the TTOC with studentloan debt owe more than $50,000.
If you answered Yes, how much is your current, personal,
total student-loan debt? (n=80)
40%
33.8%
35%
30%
25%
20%
20.0%
18.8%
13.8%
15%
10.0%
10%
3.8%
5%
0%
Under $10,000
$10,000-$19,999 $20,000-$29,999 $30,000-$39,999 $40,000-$49,999
Prepared by BCTF Research
More than
$50,000
53
Student-loan debt for TTOC who are not retired
One-third (33.3%) of all survey respondents (n=243) answered “Yes” when asked, “Do you
currently have student loan debt?” This includes both non-retired and retired teachers who work
as a TTOC. Of the 211 respondents who are not retired, 38.5% indicated they currently have
student-loan debt. The following analysis is based on the 211 non-retired TTOC in the survey,
comparing the percentage of TTOC with student loan debt within each age group, TTOC
experience group, and income group (personal and household income).
Age group
Of the 205 non-retired TTOC who also provided data on their age group, 38.5% answered “Yes”
when asked, “Do you currently have student loan debt?” Of these non-retired TTOC, 60% of
those under the age of 25 years and 43% of TTOC in the 25–34 years age group have student
loan debt, while 24% in the 45–54 years age group and 15.4% of TTOC in the 55–65 years age
group have student loan debt.
Do you currently have student loan debt ?
% who answered "Yes" within each age group
(n=205 respondents; excludes retired TTOC)
70%
60.0%
60%
50%
43.0%
40%
38.6%
30%
24.0%
15.4%
20%
10%
0%
Under 25 years
25-34 years
35-44 years
45-54 years
55-64 years
This data confirms the expectation that TTOC in younger age groups are more likely to have
student-loan debt, but also reveals that some TTOC are moving toward their retirement years
while still paying off student-loan debt. Of the eight respondents in the 45–54 or 55–64 age
group who indicated having student-loan debt, seven answered the question, “How much is your
current, personal, total student-loan debt?”, with four (56.9%) reporting student-loan debt of
$20,000 or higher.
Years of experience working as a TTOC
Of the 205 non-retired TTOC who provided data on years of TTOC experience, 38.5% answered
“Yes” when asked, “Do you currently have student loan debt?” Compared to the sample, a
higher proportion of TTOC in each group below five years of TTOC experience have studentloan debt. One-half (52.9%) of TTOC with less than 1 year experience, 43.9% of TTOC with 1–
2 years experience, and 50% of TTOC with 3–4 years experience have student-loan debt. About
one-quarter of TTOC with 5–9 years experience (23.1%) and TTOC with 10–19 years (26.3%)
experience have student-loan debt.
54
2014 Teachers Teaching on Call Working Conditions survey
Do you currently have student loan debt ?
% who answered "Yes" within each TTOC experience group
60%
(n=205 respondents; excludes retired TTOC)
52.9%
50%
50.0%
43.9%
40%
30%
23.1%
26.3%
20%
10%
0.0%
0%
Less than 1 year
1-2 years
3-4 years
5-9 years
10-19 years
20+ years
Income level and student-loan debt
Personal total gross income (from all sources in the 2013 tax year)
Of the 197 non-retired TTOC who provided income data, 39.1% answered “Yes” when asked,
“Do you currently have student loan debt?”, with a higher proportion in two lower-income
groups having such debt. Compared to the sample as a whole, 51.3% with a total personal gross
income of $10,000–$19,999 and 46.2% of TTOC with a personal total gross income of $20,000–
$29,999 have student-loan debt. One-third of TTOC in income groups with a total personal gross
income of $40,000 or higher currently have student-loan debt.
Total household income
Of the 192 non-retired TTOC who provided data on household income, 39.6% currently have
student-loan debt. TTOC with a household income under $10,000 (55.6%), $20,000–$29,999
(60%), $30,000–$39,999 (50%), $40,000–$49,999 (52.2%), and $60,000–$69,999 (53.8%) are
considerably more likely to have student-loan debt than the overall sample (39.6%). TTOC with
a household income of $50–$59,999 (25%), $80,000–$89,999 (28.6%), and $90,000 or more
(23.9%) are considerably less likely to have student-loan debt.
Prepared by BCTF Research
55
Personal total gross personal income (before-tax) from all sources in 2013 tax year
Do you curently have student-loan debt? % who answered "Yes"
within each income group: Personal total gross income (from all sources)
(n=197 non-retired TTOC who provided data on personal income)
$60,000-$69,999
33.3%
$50,000-$59,999
33.3%
$40,000-$49,999
31.0%
$30,000-$39,999
37.5%
$20,000-$29,999
46.2%
$10,000-$19,999
51.3%
Under $10,000
31.0%
0%
10%
20%
30%
40%
50%
60%
Total household income before taxes, 2013 (for all family members living in the household)
Do you curently have student-loan debt? % who answered "Yes"
within each income group: Total household income
(n=192 non-retired TTOC who provided data on household income)
$90,000+
23.9%
$80,000-$89,999
28.6%
$70,000-$79,999
44.4%
$60,000-$69,999
53.8%
$50,000-$59,999
25.0%
$40,000-$49,999
52.2%
$30,000-$39,999
50.0%
$20,000-$29,999
60.0%
$10,000-$19,999
35.7%
Under $10,000
55.6%
0%
56
10%
20%
30%
40%
50%
60%
70%
2014 Teachers Teaching on Call Working Conditions survey
What TTOC had to say about financial issues
The survey provided space for teachers teaching on call to add any comments they would like to
make about the financial issues addressed in this section. The comments generally fall within
four topic areas: student loan debt, cost of living issues, availability of teaching positions, and
teacher pay.
Student-loan debt
The financial issue most commented on was student loan debt. Several comments reveal the
burden many TTOC are experiencing as a result of student loan debt and insufficient income to
repay it:
My loans have been sent to collections because I cannot pay anything on them I’m lucky if I can pay my basic bills.
My student loans add up to over $75000 due to raising 2 young children by myself
while going to school. Couldn’t work due to that fact and cannot afford my
monthly payments due to the current work situation.
Not sustainable income... expenses outweigh income and can’t pay off student
loan or maintain basic expenses!
The financial burden of student loans, the ridiculous cost of living in Vancouver,
and the inconsistent pay of temporary work is extremely difficult to bear.
I started out with about $45,000 in student loan debt. It has been frustrating that
most of the money I’ve made in the past 10 years, since becoming a teacher has
gone towards this debt.
Impossible to pay off with the amount we make and the amount we are taxed!
Two TTOC commented that they had to apply for student loan repayment assistance:
Have had to apply for student loan repayment assistance as cannot make monthly
payments w/ a TTOC salary.
I had to take an extension on my student loan grace period because I did not make
enough money to make the payment. After a year I became common-law with my
spouse and because of his income I was no longer eligible to extend the grace
period....(During the height of my practicum I was easily putting in 16 hours
days.) Another large chunk of this debt is from the time that I was unemployed
between finishing the program and getting hired as a TTOC. I had hoped to be
able to pay this debt off after 2 years of working, but any progress I make
financially has been eaten up by periods without regular work such as winter
break, spring break, and summer.
These respondents raised the issue that the PDP program demands so many hours that it
is difficult to work part-time, thus increasing the amount of debt.
I also have another $15,000 in credit card and personal loan debt, which I mostly
incurred during my year of full time PDP where I was no longer able to work
part-time while going to school.... I’d really like to see TTOCs (and practicum
students) get a consistent minimum wage pay for the year, prorated for the days
they are available, with a boost.
Prepared by BCTF Research
57
I only took out student loans during PDP because the program (needlessly, in my
opinion) consumed so much of my time that I couldn’t work in the evenings.
A few TTOC took out debt to complete their teacher training, but not through student loans:
I borrowed money from my parents for school not a student loan. I paid them
back within a year of graduating.
I would have, but renewed my mortgage for a lower interest rate.
Cost-of-living issues
Several TTOC commented on the difficulty of earning enough to keep pace with the cost of
living:
Cost of living and childcare are burdensome.
Hard as a single mom to live on it.
I cannot live in my district on what I make. I live elsewhere with family and make
the long commute.
Most people cannot make a sustainable income considering our cost of living.
I live paycheck to paycheck and unfortunately have relied on my credit card
recently. My rent is $650/month.
One teacher teaching on call noted that TTOC work combined with his pension was what
allowed their family to maintain their standard of living:
I retired before I was eligible for full pension because I could not continue
teaching without ruining my health. My wife does not have a pension. Therefore,
doing TTOC and work outside of education is essential for my wife and I to
maintain a good standard of living.
Availability of teaching positions
A few TTOC expressed frustration over the shortage of available teaching positions in BC.
I do not appreciate the lack of opportunity for teachers working in BC.
Being a new teacher sucks the life out of you. Why universities are spewing out
hundreds of new teachers makes me livid.
I expected that I would have fulltime work years ago. I feel cheated that I have no
secure income, no benefits even though I have been loyal to this district for ten
years.
One TTOC described a decade-long struggle to obtain a secure teaching position.
It is difficult to plan for paying off loans properly when faced with erratic pay as
a TTOC. One assumes within a couple of years that you’ll be a full employment
and able to commit to a regular, enhanced payment. I graduated with a B.Ed. in
2000, and spent four years as a TTOC before going off to grad school. One of
those years was profoundly marred by the initial cuts by the Liberal government,
and I wasted a half-year hoping that work would get better in Vancouver before
relocating to SD [...] in February 2003. In that half-year, I was lucky to get more
than three half-day postings in two weeks. Once a Christmas retail job ended, I
had to admit defeat and move. I returned to teaching in 2007 while working as a
grad student (and with new debts from that) and quickly gained a contract, which
58
2014 Teachers Teaching on Call Working Conditions survey
was gratifying. It has been rare since then that I have been able to attain the same
FTE for work.
One teacher teaching on call expressed frustration with colleagues who are non-TTOC teachers
commenting that they feel financially stretched, yet TTOC are even more so. This respondent
suggested that colleagues should advocate for class size over teacher salaries in bargaining.
As a union we need to find a way that seniority fits in with getting contracts - why
should some brand new teacher to the district get a temporary contract over
someone who has been loyal to the district for many years. My colleagues need to
support smaller class sizes as opposed to increased wages - smaller class sizes
will get more teachers in classrooms - with a regular salary - and benefit students
as well.
Teacher pay
A number of issues were raised related to teacher pay, including lower salaries compared to
Alberta, experience credit for TTOC and the length of time it takes to move up a step on the
salary grid, and salary category assignment (by TQS).
BC teachers sure are paid poorly compared to Alberta where I had a permanent
contract.
I find it frustrating that I have been teaching fairly steadily since 2001 and yet I
am only credited with 3 years teaching experience as far as my salary on the grid
goes. I did have 3 children so I was on maternity for 3 years but because that
interrupted my availability for teaching I have only gained 3 years of credited
experience and I still have never owned my own position. I have been a TTOC
and LTTTOC for 13 years!
I wish that a teacher’s time as a TTOC counted towards years of experience as
per pay scale. I have been a teacher for 10 years, and it is frustrating that I am
still on the Year 2 pay “step.” With all the days I have put in as a TTOC, I should
be around Step 4 or 5. I think every day a teacher works as a TTOC should count
towards their years of experience, because we are teachers working in schools.
Two teachers teaching on call recommended TTOC be paid on scale from the first day.
Improvements were made in TTOC pay in this regard in the new teachers’ collective agreement.
I think TTOCs should be paid on scale for each day of work.
I think TTOCs should be paid on scale on day 1 of an assignment.
Other comments about finances
Credit card debt as well.
Sad state of affairs.
I’m broke.
I would be happy to work less and make less if it were reliable work. I feel
passionate about teaching and fulfilled when I am doing it, but I also want to have
enough time to be a good father to my son.
I left teaching to pay back my student loan a long time ago. This is not a new
problem. I then came back to it when I could afford to TOC and attempt to get
back into my profession.
Prepared by BCTF Research
59
TTOC working conditions and priority
solutions
TTOC experience with working conditions
The survey asked, “Thinking of your overall experience as a teacher teaching on call, to what
extent do you agree or disagree with the following statements? (On a scale of 1 to 5, where 1 is
“strongly disagree” and 5 is “strongly agree”)”. The following chart shows the combined
percentage for “Somewhat agree” and “Strongly agree”, sorted from highest to lowest. The
percentages are based on the number of respondents who answered the question and exclude
missing values.
The responses to this question indicate that “Pressure to be available by telephone” (77.8%) and
“As a TTOC, I sometimes feel isolated from the rest of the school staff” (71.3%) were the issues
TTOC most agreed with (combined percentage of somewhat and strongly agree). Just over onehalf (57.3%) of respondents agreed (combined percentage of somewhat and strongly agree) with
the statement “Pressure to accept an assignment even when feeling unwell.” While almost twothirds (62.4%) of respondents agreed (combined percentage of somewhat and strongly agree)
with the statement “Call-out procedures are fair”, only one-quarter (28.65%) did so for the
statement “Hiring procedures for contracts are fair.”
Thinking of your overall experience as a teacher teaching on call, to what
extent do you agree or disagree with the following statements?
(combined percentages, Somewhat agree and Strongly agree)
90%
80%
77.8%
71.3%
70%
62.4%
57.3%
60%
50%
40%
28.6%
30%
20%
10%
0%
Pressure to be
available by phone
(n=234)
As I TTOC, I
Call-out procedures Pressure to accept Hiring procedures
sometimes feel
are fair (n=234) an assignment even for contracts are fair
isolated from the
when feeling unwell
(n=230)
rest of the school
(n=232)
staff (n=230)
Based on valid percent, excludes missing values.
60
2014 Teachers Teaching on Call Working Conditions survey
Satisfaction with TTOC working conditions
The survey asked respondents to rate “Thinking of your overall experience as a teacher on call,
how satisfied or dissatisfied are you with the following working conditions?” on a scale of 1 to 5.
The following chart shows the sample average for each type of working condition, sorted from
highest to lowest. On average TTOC responding to this question were most satisfied with “Your
work assignments” (3.63). The level of satisfaction was mid-range (somewhat satisfied) for “The
call-out system” (3.24), “The amount of work you are offered in your area of expertise” (3.24),
“Your daily wage as a TTOC” (3.1), and “The amount of TTOC work each week” (3.04).
Thinking of your overall experience as a teacher on call, how satisfied or
dissatisfied are you with the following working conditions?
(on a scale of 1 to 5, where 1 is “not at all” satisfied and 5 is “very” satisfied) - Sample Average
3.8
3.63
3.6
3.4
3.24
3.24
3.1
3.2
3.04
3
2.8
2.6
Your work
The call-out system The amount of work Your daily wage as a The amount of TTOC
assignments (n=235)
(n=235)
you are offered in
TTOC (n=234)
work each week
your area of
(n=235)
expertise (n=233)
The following chart shows combined percentage for “Quite satisfied” and “Very satisfied” sorted
from highest to lowest. Six in ten (59.1%) TTOC who answered the question were satisfied with
“Your work assignment”, while about four in ten TTOC were satisfied with the other working
conditions, based on the combined percentage of “Quite satisfied” and “Very satisfied”.
Satisfaction with TTOC working conditions
(combined percentages, Quite satisfied and Very satisfied)
70%
60%
59.1%
44.7%
50%
40%
42.3%
41.7%
38.3%
30%
20%
10%
0%
Your work
assignments
(n=235)
The amount of work Your daily wage as a The call-out system The amount of TTOC
you are offered in
TTOC (n=234)
(n=235)
work each week
your area of
(n=235)
expertise (n=233)
Based on valid percent, excludes missing values
Prepared by BCTF Research
61
Challenges associated with the unpredictability of TTOC assignments
This question asks about challenges associated with the unpredictability of TTOC assignments:
“Please indicate how challenging you find each of the following aspects of TTOC work (on a
scale of 1 to 5, where 1 is “not at all” challenging and 5 is “very” challenging)”. The following
chart shows the sample average for each type of challenge, sorted from highest to lowest. The
average is based on the number of TTOC who answered the question.
The most challenging aspect of the unpredictability of TTOC work is “Lack of job security
makes it hard to set long-term goals” (4.25), followed by “Uncertainty over monthly income”
(4.11), indicating on average, TTOC find these aspects of TTOC work quite or very challenging.
How challenging you find each of the following aspects of TTOC work?
Sample average
(on a scale of 1 to 5, where 1 is “not at all” challenging and 5 is “very” challenging
5
4.5
4
3.5
3
2.5
2
1.5
1
4.69
4.32
4.16
3.13
Child care
arrangements
(n=235)
Lack of job security
makes it hard to set
long-term goals
(n=234)
2.96
Uncertainty over Not knowing where I Frequent changes in
monthly income
will have to travel
teaching
(n=236)
(n=235)
assignments (n=236)
The following chart shows the combined percentage for “Quite challenging” and “Very
challenging”. About three-quarters of TTOC who answered the question find “Lack of job
security makes it hard to set long-term goals” (75.4%) and “Uncertainty over monthly income”
(72.1%), quite or very challenging (based on combined percentage), while one-third or fewer
find the other aspects of the unpredictability of TTOC work to be so.
Challenges associated with the unpredictability of TTOC assignments
(combined percentages, Quite challenging and Very challenging )
80%
70%
60%
50%
40%
30%
20%
10%
0%
75.4%
72.1%
36.9%
35.9%
28.4%
Lack of job security Uncertainty over Difficulty planning
Not knowing in Frequent changes in
makes it hard to set how much income I ahead for childcare advance where I will
teaching
long-term goals
will earn each
arrangements have to travel for an
assignments
(n=224)
month (n=230)
(n=95)
assignment (n=226)
(n=226)
Based on valid percent, excludes missing values and non-applicable.
62
2014 Teachers Teaching on Call Working Conditions survey
Strategies to improve working conditions for TTOC
The following chart shows the combined percentage for “Quite important” and “Very
important”, sorted from highest to lowest, for each strategy related to contract provisions/
working conditions.
Almost eight in ten teachers (78.4%) rated the strategy “Improving and expanding benefits,
including sick leave” and about seven in ten teachers rated “Improving hiring procedures for
contract positions” (68.8%) and “Improving the daily rate/address salary issues” (68.3%), as
either quite or very important, suggesting these are the three strategies for improving working
conditions that TTOC responding to the question would most like to see addressed.
Level of importance as a strategy to improve working conditions for TTOC:
Contract provisions/working conditions
(combined percentages, Quite important and Very important)
90%
80%
70%
60%
50%
40%
30%
78.4%
68.8%
68.3%
57.7%
57.2%
39.0%
Improving and Improving hiring Improving daily Providing prep Addressing callAddressing
expanding
procedures for rate/address time, as per the
out issues
safety concerns
benefits,
contract
salary issues
teacher being
(n=231)
in the school
including sick
positions
(n=230)
replaced (n=229)
(n=231)
leave (n=232)
(n=231)
The following chart shows the combined percentage for “Quite important” and “Very important”
for each strategy related to professional issues. Two-thirds (65.6%) of TTOC who answered the
question rated “Improving opportunities for Pro-D” and 60.6% rated “Improving opportunities
for collaboration” as either quite or very important, suggesting they would value more
opportunities for professional growth. Over one-half (55.2%) of TTOC who answered the
question would like to see strategies to “Improve status of TTOC among non-TTOC teachers”.
Level of importance as a strategy to improve working conditions for TTOC:
Professional issues
(combined percentages, Quite important and Very important)
70%
65.6%
65%
60.6%
60%
55.2%
55%
50%
45%
Improving opportunities for Pro-D
(n=233)
Prepared by BCTF Research
Improving opportunities for
collaboration (n=231)
Improving TTOC status among
non-TTOC teachers (n=232)
63
The survey asked, “For the following items, please rate the level of importance you feel each
should be given as a strategy to improve working conditions for TTOC: (on a scale of 1 to 5,
where 1 is “not at all” important and 5 is “very” important)”.
This charts shows that based on the sample average, respondents felt “Improving and expanding
benefits, including sick leave” (4.17) to be the most important strategy to improve TTOC
working conditions, followed by “Improving hiring procedures for contract positions”(3.99) and
“Improving the daily rate/address salary issues” (3.96). Strategies for “Improving opportunities
for Pro-D” (3.83) and “Improving opportunities for collaboration” (3.73) are also rated quite
high, suggesting that TTOC would value increased opportunities for professional growth.
Strategies to “Provide prep time, as per FTE teacher” (3.69), “Addressing call-out issues” (3.68),
and “Improving TTOC status among non-TTOC teachers” (3.6) are all rated well above the midpoint of 3.00, suggesting TTOC would value improvements in these working conditions.
“Addressing safety concerns in the school” (3.15) is rated somewhat lower than the other
strategies, but is above the mid-point on the scale, suggesting this is an important strategy for at
least some of the TTOC responding to the survey.
Level of importance as a strategy to improve working conditions for TTOC
Sample average, for each type of strategy
(on a scale of 1 to 5, where 1 is “not at all” important and 5 is “very” important)
4.5
4.17
4
3.99
3.96
3.83
3.73
3.69
3.68
3.6
3.5
3.15
3
2.5
2
1.5
1
Improving and Improving
Improving
Improving
Improving
Providing
Addressing
Improving
Addressing
expanding
hiring
daily
opportunities opportunities prep time, as call-out issues TTOC status
safety
benefits,
procedures rate/address for Pro-D
for
per the
(n=231)
among non- concerns in
including sick for contract salary issues
(n=233)
collaboration teacher being
TTOC teachers the school
leave (n=232) positions
(n=230)
(n=231)
replaced
(n=232)
(n=231)
(n=231)
(n=229)
Valid percent, excludes missing values
64
2014 Teachers Teaching on Call Working Conditions survey
Addressing safety concerns at the school
On average, TTOC in the survey rated the level of importance of the strategy “Address safety
concerns in the school” at 3.15, the lowest rating of the strategies listed in the question. Further
analysis of responses to this question shows that female teachers, those who teach primary
grades, and those whose teacher preparation was for elementary grades, rated the importance of
the strategy to address safety concerns in the school the highest. The following charts and tables
provide detailed data on the comparison of means by area of teacher preparation, grades taught,
gender, years TTOC experience, and zone.
Area of teacher preparation
TTOC whose teacher preparation was for Elementary grades (3.29) rated the level of importance
of the strategy “Addressing safety concerns in the school” higher than TTOC with teacher
preparation for middle (3.00) or secondary grades (2.99).
Grades taught
TTOC who teach Elementary grades such as Kindergarten (3.34), Grades 1 to 3 (3.30), and
Grades 4 to 7 (3.27), rated the level of importance of the strategy “Addressing safety concerns in
the school” higher than TTOC who teach Middle school (3.11), Grades 8 to 12 (3.12), and Adult
Education (2.81).
Importance of strategy: Address safety concerns at the school
- Grades taught (N=231, Sample average=3.15)
On a scale of 1 to 5, where 1 is "Not at all important" and 5 is "Very Important"
3.4
3.3
3.2
3.1
3
2.9
2.8
2.7
2.6
2.5
3.34
3.30
3.27
3.11
3.12
2.81
Kindergarten
(n=134)
Grades 1 to 3
(n=151)
Grades 4 to 7
(n=153)
Middle School
(n=81)
Grades 8 to 12
(n=141)
Adult Education
(n=16)
Gender
Gender differences in ratings of the importance of addressing safety concerns in the school likely
reflect the higher proportion of female teachers who teach elementary grades. Female teachers
(3.20) rated the level of importance of the strategy “Addressing safety concerns in the school”
much higher than male teachers (2.74). While those who indicated a gender other than male or
female also rated this strategy as low (2.67), there are too few respondents to make valid
comparisons.
Prepared by BCTF Research
65
TTOC teaching experience
This chart shows that new TTOC with less than 1 year experience (3.38), and the more
experienced TTOC with 10–19 years (3.40) or 20+ years’ experience (3.71), rated the
importance of the strategy “To address safety concerns at the school” highest.
Zone TTOC most teaches in
TTOC who teach in the Okanagan (2.90) rated the importance of the strategy “Addressing safety
concerns at the school” the lowest of all zones, while TTOC who teach in North Coast (3.75) and
North Central/Peace River (3.71) rated the level of importance of this strategy the highest.
Caution should be used in making comparisons with the two northern zones, as the number of
respondents is quite low.
Importance of strategy: Address safety concerns at the school
- Regional Zone (n=226; sample average=3.15)
On a scale of 1 to 5, where 1 is "Not at all important" and 5 is "Very Important"
4
3.5
3.75
3.71
3.24
3.14
3.31
3.09
3.03
2.90
3
2.5
2
1.5
1
Kootenay
(n=14)
66
Okanagan
(n=29)
North Coast
North
Fraser Valley
Metro
Vancouver
Vancouver
(n=4)
Central/Peace
(n=46)
Vancouver Island North Island South
River (n=7)
area & West
(n=30)
(n=29)
(n=67)
2014 Teachers Teaching on Call Working Conditions survey
Considering leaving the teaching profession and
reasons why
The survey asked “Are you considering leaving teaching in the BC public school system for
reasons other than retirement?” About one-third (31.7%) of respondents answered Yes,
indicating they are considering leaving teaching in BC public schools system for reasons other
than retirement.
Are you considering leaving teaching in the BC public school system for
reasons other than retirement? (n=243)
70%
64.2%
60%
50%
40%
31.7%
30%
20%
10%
4.1%
0%
Yes
No
No answer
Reasons TTOC gave for considering leaving the teaching profession
If a teacher teaching on call answered “Yes” to the question “Are you considering leaving
teaching in the BC public school system for reasons other than retirement?”, the survey also
asked them to provide written comments as to “What are your reasons?”
Seventy-eight TTOC provided written comments about their reason for considering leaving the
profession. These are organized into the following thematic areas with illustrative quotes to
reflect the themes: 1. Working as a TTOC is not financially sustainable; 2. Lack of job security
with little hope for the future; 3. Too long to wait for a continuing teaching position; 4. Leaving
the BC public school system but not leaving teaching profession; 5. Political climate in BC
public education; 6. Leaving the teaching profession for a job that provides greater stability; and
7. Other reasons for considering leaving the teaching profession.
Working as a TTOC is not financially sustainable
The responses to this question reveal the amount of financial distress many TTOC are
experiencing as they are unable to get as much TTOC work as they need to support themselves
and/or their families.
I am in major debt from not earning enough....And the debt keeps growing.
I cannot afford to live in Vancouver (with such a high cost of living) and earn the
limited income from being a TTOC. I cannot make myself available full time for
teaching assignments as I need to have a second job to supplement my income
from TTOC. It is a vicious cycle and I do not know if I can maintain being a
Prepared by BCTF Research
67
TTOC for long enough to secure a continuing contract in my district I live and
work in.
I can’t support my family. There doesn’t seem to be any hope of things getting
better. People seem defeated.
I feel very discouraged that even though teachers are pleased with my work I get
very few temporary assignments. I am finding it difficult to live on this meagre
wage. There is no work for four to five months of the year.
I have worked hard to earn the qualifications I have but feel it is nearly
impossible to get ahead. I made more money working as a university student in
blue collar jobs than I do now as a trained professional.
I’ve only been teaching two years, but each year as a teacher I sink deeper into
debt. I don’t feel like a respected part of the teaching community.
Unable to pay off debt even with a 0.7 FTE contract and some TOC work. Feel
like I am “working poor” and can’t make ends meet.
I’m unsure of whether I will ever be able to afford to have kids or buy a home. I
have thought about it. It is unlikely I will quit because I can’t see myself doing
any other job. I love teaching. It depends on what happens next year.
Lack of work, job security, benefits, stability (area or school I work at), money.
It’s very disheartening to be 3 years into my chosen career and be further behind
than when I started. I have made less than 1/3 of the income that I did in my first
year as a TTOC. I can’t live on that as a single man. I don’t know how families
can manage under these circumstances. The fact that every year I see the layoff
line balloon by years, not even months, makes me very concerned and stressed.
What’s worse is that I can’t even get a job to be laid off from. Furthermore, I
can’t even get a short term contract [to replace teachers on] stress leave, or mat
leave, due to the high number of TTOCs, teachers on recall, as well as the hiring
practices of some school districts.
Lack of job security with little hope for the future
One of the most often-mentioned reasons for considering leaving the teaching profession relates
to job security and the loss of hope that they will be able to find a permanent teaching position.
No job or job security, unable to purchase a house due to bad credit as a result of
student loans, expensive place to live and quality of life.
There is zero possibility of employment or advancement.
Unable to obtain a contract in BC public school system, too many teachers and
not enough jobs.
Lack of job security and stability. I never know where I will be financially at the
end of each month. I’m unable to get a mortgage based on the uncertain nature of
my work.
Lack of job security, high cost of living in BC, uncertainty about how I will pay
for my next month’s bills.
Teaching conditions in BC are deplorable and seeing how every year more is
scraped back from teachers and the in-fighting amongst teachers in May/June for
68
2014 Teachers Teaching on Call Working Conditions survey
jobs is depressing. Not sure it is a worthy career with the direction it is taking. I
may love teaching and children but it is now a lot more than that to it and not
sure that for the current wage and treatment, it is worth it.
Being a TTOC is so unreliable. I went to university for 5 years and I want to get
my life started and have kids but because my job is so unsecure I don’t know when
these dreams will be possible. It is very stressful.
Challenging position as a TTOC, not very many job postings in my district, lots of
competition for jobs, many colleagues on TTOC list for 5+ years.
Difficult to find and keep work. I worked in the UK for five years as a full-time
teacher and never had to fight so hard to find employment.
Lack of income, uncertainty as to if I’ll have a job or not in September, inability
to plan your months when you do not have steady income, having to “sell
yourself” to teachers to get work, the disappointment of applying for jobs but not
getting them etc. I DO love my job, but paying off student loans, keeping a roof
over my head etc is proving to be difficult on a low income.
Lay-offs in my district have cut my TOC calls by at least 50% since priority TOCs
get all the calls now and I have zero seniority as a TOC even though I am now
starting my third year w/ my district. I feel others w/ less time in my district get
hired for contracts as “special favours” or “who they know” which is extremely
unfair. I feel some TOCs w/out Special Ed or ESL training are given contracts to
save the district money. I am Special Ed and ESL trained and I am frustrated that
my expertise is not being recognized.
Too long to wait for a continuing teaching position
Several TTOC indicated the difficulty in obtaining a continuing teaching contract is the reason
they are considering leaving the profession. These comments reveal the level of discouragement
TTOC are feeling about the length of time they have been working as a TTOC and still being
unable to obtain a permanent teaching position.
Feels like I’m swimming upstream. I’d love to teach 3 days a week but I can’t
even get to temp status. I know I’m well liked and that I do a very good job, but I
don’t feel like I am getting anywhere. I didn’t think I would have to TTOC for so
many years. It is difficult on my young family to not have a more definable
schedule. I’m tired of paying for 5 days a week childcare “in case” I work.
I have been in my district for 7 years. I was off on medical leaves for two separate
years and I feel as though the prospects are getting worse and worse. I am
devastated that my lifelong dream of becoming a teacher is basically quashed.
What - do I need to spend 10 years as a TOC followed by another 10 of layoff
years? It’s horrible to have absolutely no job security or hope for fundamental
educational changes. I’m at a loss.
It’s frustrating to know that it’s going to take anywhere from 5-10 years for me to
be hired into a permanent position as a continuing status teacher. I knew when I
went into teaching that the job market wasn’t great but it seems like the situation
is continuing to get worse instead of better. I want to have job security so that I’m
not constantly worry whether or not I’ll have a job or even a call out. It’s super
discouraging.
Prepared by BCTF Research
69
Running out of patience in waiting for a continuing job with some security and
financial security.
I went to school to be a teacher, not a TTOC and predictions are saying up to 10
years before I get my own class and to have a home base and that means spending
half of my career doing a job I am not fond of and don’t get paid to scale for
unless I work three days in a row.
I cannot support myself - I have family covering many of my expenses because I
can’t - I have been off and on Welfare frequently because I don’t have enough
hours to collect EI and they are not happy to see me! I need to be able to support
myself - my skills are rusting and I am getting further and further away from my
goals, dreams, and even knowledge - the classroom is changing and I am not able
to keep up - I only have a few more years to try and save for my retirement - my
student loans are growing not shrinking and I have $0 saved for my future - and
huge debt swallowing me up - I cannot wait much longer to get a contract...
It barely covers the cost of childcare for me to be a TOC and I can’t keep doing
this long enough to get seniority to get a contract. I took a .25 continuing contract
once in hopes that I could get something better, but I was never placed and even
when I applied for jobs, I still didn’t get them because I still had less seniority.
Leaving the BC public school system but not leaving the teaching profession
A few TTOC, discouraged with the teaching situation in British Columbia, considered moving to
another jurisdiction to seek teaching employment:
I have considered working for an independent school but have chose to relocate. I
also applied for my Alberta Teacher Certification because I thought I could get
work there. In the end, I was able to get work in BC but away from my family. My
current district does not recognize my experience and educational background as
a special educator even though I am qualified to administer level B assessments.
However, my new district offered me a position in my field on the same day as the
interview. So, I know that my qualifications are satisfactory because I qualified
for 5+ when I finished my coursework and it is a MA from a reputable BC
university.
To move back home and to gain experience teaching in another district/system (I
am from the US).
A few TTOC indicated they are considering teaching in the independent school system:
I am looking into private and other independent schools for employment.
I may take a job in the private sector just to be able to feed my family.
Talks of cutting programs and teachers make the private sector appealing; lack of
job opportunities within the district.
70
2014 Teachers Teaching on Call Working Conditions survey
Leaving the teaching profession for a job that provides greater stability
Some TTOC indicated they are considering changing to another occupation (for example,
nursing or other health professional) that offers more stable employment:
I’ve been forced to find supplementary part-time work outside of teaching, and
I’ve found that it is less stressful, more rewarding, and pays better for the amount
of effort required/ expected. There is a chance that this part-time opportunity may
become a full-time opportunity, and if this happens before conditions in BC public
schools improve, I will not hesitate to leave teaching.
I need certainty in my life - I would like to know how much money I am going to
make. I would like to be able to plan my day or week - make medical
appointments, visits with friends & my children all impossible if I don’t know
what my day will bring. I would like to have at least a part time contract to plan
my day or week around. If this doesn’t happen with teaching I will continue to
find the “right” other job before I get too old to enjoy any aspect of this career.
Income. Need to plan for my young family. Jobs are not quickly accessible after
graduation and can find full time employment elsewhere and for similar pay but
less work.
If I was offered something lucrative I might take it for a few years to pay down my
debt, but ultimately teaching is just what I do. It’s what I love, and I’m good at it.
It’s who I am.
Political climate in BC public education
Some TTOC comments suggest a combination of job insecurity, lack of government funding for
public education, and the political climate between the government and union, as a factor
influencing them to consider leaving the profession.
The uncertainty surrounding job prospects; the political climate of the education
system; the lack of concern from the government over the welfare and well-being
of teachers in general and newer teachers specifically; uncertainty of what will
happen as a result of government lack of funding; the ever increasing challenges
faced on a daily basis (i.e. behaviour issues, lack of supports, etc.); the unknown
income; lack of benefits…..and on and on.
Frustrations with probability of employment, nature of relationship between
teachers and government, discouragement around relationship between
conscientious effort and recognition.
Lack of job security makes it hard to set long-term goals and feeling of
disempowerment given current provincial climate between gov’t and teachers.
Lack of support for teaching conditions by the government.
Other reasons for considering leaving the teaching profession
A few teachers indicated student behavior and the lack of support for teachers as reasons for
considering leaving the profession.
I feel that education is taking a back seat to student experience, teachers are
turning into surrogate daycare institutions, and there is less consequences for
extreme behaviours. There is a serious fracturing of the education system by race
and religion. We are definitely not providing an equitable system of education for
Prepared by BCTF Research
71
everyone; only certain groups. Finally, I can’t find a teaching job in my area of
specialization after six years of applying.
Hard to find work f/t with a good environment, i.e., safety from students, verbal
abuse, mental abuse, physical threats etc....Also finding a teaching environment
with health & safety codes in place; an environment where teacher ethics are
enforced, social contract between teachers, parents/ students, and VP/P enforced
per social mores and gov’t codes, regs. and laws. No enforcement of criminal
code of Canada on school property. No police/bylaw officers present or active in
school system, often disallowed via VP/P or at district level.
Lack of respect from students - mainly, lack of control/enforcement over student
cell phone use. Also, I’m unsure of how long it will take to find a permanent
position.
One teacher teaching on call was considering leaving the teaching profession due to a lack of
respect toward TTOC in particular:
Feeling disrespected as a TTOC by administrators and HR (for example not
providing medical information and IEPs about students I am teaching, not being
permitted access to printers or internet in some schools. Yet still being expected to
volunteer my time at lunch and after school to extra-curricular activities. I have
been very dedicated to helping students and schools but I often get over-looked
when it comes to thanks).
Some TTOC commented on feeling discouraged about the teaching profession due to a lack of
respect for the teaching profession in general:
Lack of respect from the employer, politics, rude children.
Poor perception of profession by general public. Actual responsibilities not in line
with compensation or given respect.
Also find the teaching profession extremely stressful and disrespected by the
general public/parents.
Finally, a few TTOC raised concerns about TTOC pay with regard to seniority and salary paid
on scale.
TOCing going on my third year now and yet have ZERO seniority. Also, I am
PB +5 but only qualify for the higher wage after 4 consecutive days, which are
hard to come by. If I took the initiative to get further training, I should be paid my
worth right away. Not after meeting some sort of time requirement.
Lack of jobs in teaching profession, and I can’t move to another town. Also, to
have no future within the district is not very satisfactory. When I first started
TOC’ing I had quite a few days’ work, and many times had the 4 days in-a row
(pay-scale bumped up). It rarely happens now, and it is depressing, unsatisfactory
to be in this position of getting few days, and remaining at same pay all the time
(no increase in pay for 6 years).
72
2014 Teachers Teaching on Call Working Conditions survey
Teachers Teaching on Call: Perceptions
of satisfaction and stress in their work
Introduction
Many aspects of teaching employment as a Teacher Teaching On Call (TTOC) can be considered
sources of satisfaction for a teacher; others can be a source of stress. The 2014 Teachers
Teaching on Call Working Conditions survey provided an opportunity for respondents to write
longer narrative responses about their views on sources of job satisfaction and work-related
stress. This report is presented into two sections. The first section—What made the work
satisfying?—presents the qualitative analysis of the responses to “Please comment on the most
satisfying aspect(s) of your work as a TTOC”. The second section—Stressful aspects of working
as a TTOC—presents the qualitative analysis in response to “Please comment on what you
consider to be the most stressful aspect(s) of your work as a TTOC.” The qualitative results are
presented by the major thematic areas that emerged in the analysis, with illustrative quotes that
reflect each theme.
While there were more comments concerning stress (58%) than satisfaction (42%), the
difference was not extreme, suggesting that many TTOCs find considerable satisfaction in their
work. As with the findings from other BCTF surveys on the worklife of BC teachers, many
respondents indicated a mixed view—that the innate satisfaction of teaching still occurred in a
TTOC role, but that multiple factors also made the work more challenging, frustrating, and
uncertain than they would wish. In some areas, it became clear that there was often a duality
within individual responses, or a multiplicity of perspectives on the same issue. So respondents
might report both positive and negative relationships with school Administrators, as they teach in
different school sites. Others may have reported positive relationships with most teachers yet
occasionally feeling ignored and possibly ostracized in staff rooms.
What makes the work satisfying?

TTOCs felt satisfaction when they were teaching, trying to meet the needs of a diverse
range of students.
The key factor in TTOC satisfaction was that they were actually teaching. Some expressed this in
what appears to be an understated, matter-of-fact way:
Being able to actually teach (deliver) some material and see that the students are
learning.
Having a good day where the teacher’s expectations are met, the students work
hard, are polite and respond to direction from me.
Others described ‘connecting with students, inspiring lifelong learning, and being in a
classroom’, or making ‘connections with students, teaching subjects I am passionate about’.
Either way, what appeared to underline the comments was a sense of relief that they as TTOCs
were actually in classrooms, teaching students. Some explicitly referred to their years of preservice education, and their hopes for a career in teaching, with the teaching they were doing as a
TTOC connecting them with both their training and their aspirations for a career in teaching.
Prepared by BCTF Research
73
They also expressed satisfaction in what could be considered unexpected successes, where little
was expected but more achieved, with one TTOC finding satisfaction in:
Having great classroom management in difficult classes, especially the inner-city
schools. Nothing is better than going into a class where the teacher has left you a
note telling you the class is hard to handle and then having a great day with them.
Some respondents enjoyed the variety of teaching a wider range of students than they would
have experienced in a regular teaching assignment, and in some cases they used this variety of
experience to consider their preferences for future teaching assignments:
I enjoy meeting students from different schools, discovering diversity within
programs and teaching environments, establishing a rapport with new students.
Having the chance to meet so many students, and experience so many different
grades. As I am relatively new, it is nice to have time in each grade to determine
my preferences.
As with the 2009 Worklife of BC Teachers study3, some TTOCs were explicit about loving the
work of teaching:
I love having fun with the students. It is very satisfying when I can “pull off” the
assignment, especially when it is very challenging. It is hard to get the students
engaged with the lessons you are teaching because they don’t know you and think
that because the teacher is away, they can goof off. We have to try different
strategies to accomplish the assignments, shifting approaches and styles until we
get the students’ attention, and when we do, it is magic.
I love working with kids and being able to create some of my own plans.
I love that teachers can request me and that I can get to know those classes on a
deeper level. I also love to teach, which is why I have taught on call for 6 years.
Yet even these expressions were for some balanced with what might almost be wistful reflections
on what for many seemed like fleeting satisfactions:
I love the days when I have a real lesson to teach!
Such a reflection typifies many respondents’ views—that while they gained considerable
satisfaction from the (frequent, occasional, or infrequent) times they were employed to teach, the
role of TTOC was uncertain and unpredictable, so that the actual teaching experience became
more valued and appreciated within the context of uncertainty and unpredictability in terms of if
and when the TTOC might be next called for.

TTOCs felt satisfaction when they established positive relations with students, other
teachers, and administrators.
I am completely comfortable going into any classroom situation, including those
outside my teaching area. I am ever mindful of safety issues and for example... the
power doesn’t go on in a woodworking class... In two years I have never had
reason not to accept these requests. Students have been helpful and responsible in
answering questions that I don’t know. I have always felt admin was there should
I need them.
3
https://www.bctf.ca/IssuesInEducation.aspx?id=21498
74
2014 Teachers Teaching on Call Working Conditions survey
Some respondents spoke positively about having opportunities as TTOCs to meet and get to
know a wide range of students, teachers, and administrators across schools, saying they:
Enjoy meeting students from different schools, discovering diversity within
programs and teaching environments, establishing a rapport with new students.
Getting to know students and colleagues from all walks of life.
Getting to know students and staff from a variety of schools. Being exposed to
different classrooms and teaching styles that could be applied later when having
your own class.
Thus, TTOCs enjoyed both the variety of experiencing different school sites, seeing a range of
practices, and participating in the professional experience of different school communities, while
also in many cases using such diverse experiences as a further form of their education and
preparation for what they hoped to be a more permanent form of teaching than was possible as a
TTOC.
However, a number of respondents stated that while they enjoyed the range of experiences, they
were also happy to build some relationships by being called back into schools where they had
some experience and some continuity with both students and other teachers, expressing their
satisfaction with:
Going back to the same school, getting to know some of the students—having
them come to me to ask for help/advice, starting to feel like part of the team.
Being asked back to schools where they had established some rapport and relationships was
generally seen as positive, yet even such continuity had some limits in terms of connecting and
collaborating with other teachers:
Being able to consistently work in the same school(s) and classroom(s) and
building strong relationships with the same students. Being able to collaborate
(somewhat) with the classroom teacher if you’re able to go into the same class
repeatedly.

Some TTOCs welcomed being able to teach but not have the additional tasks of
teaching including marking, doing report cards, and attending meetings.
I enjoy working with students and I don’t have to do report cards, attend
meetings, etc.
I have flexibility engaging with students without the added load of marking and
prepping.
These and other comments may reflect several perspectives. One appears like that of a somewhat
carefree lifestyle which involves a semblance of ‘teaching without the strings’, the ‘strings’
being all the non-teaching roles—meetings, reporting, marking among them—that teachers with
contracts have to complete. While some respondents’ comments did appear to reflect this, they
were a small minority. Another perspective is that of TTOCs making the best of what they
have—enjoying the experience of teaching while also recognizing that while they do not have
the extra jobs other than direct teaching, neither do they have the satisfaction of having any
stability or continuity in a career for which they have long prepared and for which they are
highly motivated. With 63% of respondents working as a TTOC but wanting full-time
employment, and an additional 13.2% of respondents wanting permanent part-time employment,
Prepared by BCTF Research
75
76.2% of respondents4, over three-quarters of all respondents currently working as TTOCs, are
doing so out of necessity rather than choice, with some making the most out of their TTOC
experience while still hoping for more permanent and stable employment as teachers.
As always, there were exceptions, with some clearly stating that they were a TTOC by choice:
I feel TTOCing is often seen as a holding tank...for those who want a full-time
position. Some see it as a career choice, and are experts in the field of replacing a
classroom teacher. There should be better education to our members with respect
to the many teachers who work as TTOCs by choice, as I have done over the last
several years.

Some respondents welcomed the flexibility offered by the role of being a TTOC.
I enjoy the flexibility of the work, seeing different schools, classrooms, I am
always learning something new. I also appreciate the time I can give to my family,
not spent on prep, meetings, etc. I enjoy being able to serve and help where
needed.
Flexibility in my schedule and I don’t take work home. I can concentrate on my
family when the work day is done.
Flexibility in terms of being able to decline or cancel a job if my children are
unwell or have appointments, etc.
In some cases, the term ‘flexibility’ was used by respondents to describe their ability to adjust to
multiple demands, but usually those linked to family. With 78.6% of respondents female5 (and
over-represented in the survey responses), it appears possible that women, either by choice or
necessity, are the people being ‘flexible’, with potentially less employment and income than
men. Only 16% of respondents were male, compared to 27.2% of male teachers in the province.
Are proportionately more women employed as TTOCs than men? We cannot tell from these
data, but it appears possible. While it is not definitive, gender-based differences may be worth
exploring in terms of TTOC employment. Are women teachers currently in a TTOC role
becoming more likely to be financially disadvantaged over their careers than men? If they take
‘flexible’ options to care for family, they not only reduce short-term earnings, but also have
reduced pension entitlements. Provincial data6 show that the number of teachers working beyond
age 65 has increased every year since 2009. In 2013–14, there was an increase of 139% of
teachers working who were over 65 years of age when compared to 2009–10, with 69.65% of
those working beyond 65 being female. So while the provincial data show that proportionately
fewer women are working beyond 65 than might be expected (if women represent 72.8% of BC
teachers), the data do not allow for a definitive analysis of gender differences in terms of careerlong earnings.
As with much of the data concerning TTOC satisfaction with their work, there may be dual
aspects to flexibility. On the one hand it offers some positive options for those wanting to
balance various areas of their lives. But for many respondents, flexibility meant making the best
out of fitting everything in, so that while working one or two days with breaks between the next
call certainly provided time for managing other aspects of life, it was not the preferred option.
4
See “Gender”, p.10.
See “Age group”, p.9.
6
BCTF calculations, with data from Ministry of Education, 2013/14 Teacher Statistics, p.4; available online at
http://www.bced.gov.bc.ca/reports/pdfs/teacher_stats/public.pdf.
76
2014 Teachers Teaching on Call Working Conditions survey
5
Evidence to support this claim can be found in the preference of over three-quarters of TTOC
respondents who would prefer to have more permanent full or part-time work, and the 57.2% of
respondents who stated that they have less TTOC work than they want.7
Stressful aspects of working as a TTOC
Multiple stressors related to being a TTOC appeared common for many respondents to this
survey.

Being a TTOC means financial instability and often poverty.
I will not decline work even if I am completely sick. They will have to send me
home if they don’t want me to work. I won’t decline the money.
Bankruptcy is always a possibility.
I have to work as a server after 6 years of post-secondary because I don’t make
enough money.
I experience uncertainty with how much you will work is very stressful. It is
difficult to make long term plans if you are uncertain of how much money you will
make.
Not knowing if you will have enough money to pay for your mortgage, groceries
or anything other [than] necessities for the month. Which means I hold 3 other
jobs. I work 7 days a week and 4 of them are 12 hrs long. Also the lack of benefits.
I really would like to go to the dentist.
Not knowing how much I will be paid, I have a life and a mortgage. I also wish
that I received benefits, the cost for TTOCs is way too high for a person not
knowing their salary. Maybe district could implement a term, i.e., after 5 years a
TTOC would qualify for benefits.
There have been fewer calls this year. Next year is projected to be worse. It is
very stressful not knowing if you will be able to support yourself doing this work.
These comments reflect the low income and associated distress caused by limited and uncertain
work available and accessible to TTOCs. With significant time and money invested in preservice education, there was some disappointment that such investments were offering very
minimal returns, not just in financial terms but also in terms of career expectations and
fulfillment. But more pressing were the immediate demands of survival, with some respondents
holding multiple jobs while finding it difficult to manage all financial obligations on the
uncertain TTOC work they were managing to find.
One key phrase which was repeated by many was ‘not knowing’:
…having no benefits and knowing that I will not get benefits until I have a 0.5
contract - contracts are extremely difficult to come by because of our district’s
hiring policies - not knowing how much I will work in September - having half of
a typical pay cheque after holidays, and nothing over the summer.
Income uncertainty and not knowing whether or not I’ll be working each day.
7
See “Employment intentions and job search”, p.20, and “Amount of TTOC work”, p.26.
Prepared by BCTF Research
77
Not knowing when/where I’ll find work! It’s incredibly difficult to plan my out-ofwork life around a completely unknown schedule.
While uncertainty about financial issues negatively impacted TTOCs, it also reflected the more
general sense of uncertainty in the moment and for the future, with many seeing few avenues out
of poverty because of the continued limited supply of contract teaching employment:
I think TOCs are living in poverty and they have to take on a second or third job
to survive. TOC’ing can be okay, but after several years it grinds you down (if
you don’t get a contract because you are a qualified professional, with the same
or greater experience, as a regular teacher, but you are in this low income
bracket, and a kind of limbo). I don’t think TOCing is a viable choice, and it
bothers me that some districts have, on their websites, info like this; “if you want
to get a contract with our district it is best that you work as a teacher on call for a
few years.”

Some respondents identified concerns with how they were treated by school districts
with respect to TTOC assignments and hiring procedures.
While some respondents looked favourably on the districts in which they worked, others
expressed concern—in part because they felt the school district had the ability and capacity to
negatively impact their chances of accessing reasonable amounts of TTOC employment.
I am not being treated well by my district in terms of being considered for
positions, and worrying that I will be looked over completely and permanently.
There are lots of unfair processes in this district. It’s all about who you know, not
what you bring to the table. They decide on who they want to hire first and give
fake interviews and up till now, they haven’t posted temporary contracts. Some
people are TOCing for more than 7 years. This is such a shame. We also have
families to support.
Financial issues and the role of the school district appeared strongly connected by respondents to
this survey. For many, the school district made the decisions about whether they as TTOCs
worked or not, how frequently and for how long, thereby giving districts considerable power and
control over who was chosen to work. Various TTOC comments intimated the view that a
number of interview and hiring processes for more-permanent work may be bogus—some felt
candidates were already selected before interviews took place. Other respondents reported that
districts did not allow teachers to request specific TTOCs, while others reported the opposite, so
that where requests were not allowed, the district’s power to allocate TTOC work was complete.

While some respondents reported positive relationships with teachers and school
administrators, more reported negative connections with administrators.
While some respondents reported both positive and problematic relationships with both teachers
and administrators, more were explicit about negative relationships with school administration
but these were often listed as examples of several negative aspects of working as a TTOC:
…low pay, few benefits, lack of predictable amount of work, student use of cell
phones in the classroom, bullying by administrators.
…lack of support from Administration and/or unrealistic expectations from
Administrators.
Being excluded in staff rooms and ignored by administrators.
78
2014 Teachers Teaching on Call Working Conditions survey
TTOCs often feel like second rate teachers due to lack of respect on the part of
fellow teachers, administrators.
TTOCs’ relationships with teachers generally appeared more positive, and several respondents
spoke of engaging with other teachers, being able to observe and collaborate:
Learning from expert teachers around my district. Getting exposure to a range of
different programs and methodologies used by different schools and teachers
(e.g., inquiry projects, Mind Up programs, School Wide Read Teams, etc.)
I have been collaborating with other teachers and learning new techniques each
day.
Every day is Pro-D. You always learn something new and are able to visit other
teachers’ classrooms to see what they are doing.
I get to meet lots of other teachers and students and see great things going on in
someone else’s classroom.
I really like having the flexibility in terms of being in different classrooms as I
learn from these teachers as how they set up their class.
TTOCs, or those of them who were new to the profession, felt that they benefitted considerably
from being able to access a wide range of teachers for observation, discussions about teaching,
and, but less frequently, collaboration. Experiencing diverse approaches to planning, the use of
learning resources, and teaching approaches, allowed many TTOCs to further explore the
profession of teaching from inside schools.
A number of respondents felt that a key issue in terms of their relationships with other educators
was what they perceived as a lack of respect towards TTOCs, but some perceived a lack of
respect towards TTOCs from students and from the union:
The stressful aspects can be summed up as a general lack of respect coming from
all angles, and unfortunately mostly from adults, not kids. TTOCs are treated like
they are disposable and when they voice a concern, they are basically told to
suck-it-up and be grateful for any opportunity to teach because there are people
lined up to replace them. I worked hard to become a teacher so I could help kids,
but as much as I care about them, I can’t in the long-term justify putting up with
such a toxic work environment.
TTOC often feel like second rate teachers due to lack of respect on the part of
fellow teachers, administrators and the union.
How little consideration is given to the TTOC with respect to providing assigned
parking, photocopying codes, welcoming the TTOC to the school (some schools
actually welcome TTOCs by name on the announcements...very nice)...the little
things make the job very stressful.

TTOCs were troubled by the uncertainty and unpredictability of their situations.
On several occasions, more frequent than is appropriate, I have had teachers and
vice principals cancel on me at the last minute, leaving me with no work for that
day. This is especially frustrating because I marked myself as booked, and turned
down other calls for this. There is no recourse for me to take on this situation,
because my livelihood depends on keeping good “relations” with those who might
Prepared by BCTF Research
79
call again in the future. I can’t complain about this sort of a situation, because
then the teacher won’t call me again.
The issues of uncertainty and unpredictability appear in various areas of the qualitative data, and
have been partly explored with respect to financial issues. There was also a pervasive sense from
the data that many TTOCs saw their professional life in something of a limbo:
I hate the uncertainty of the work. I often don’t know if I am going to work or
where I am going to work until the morning of. It also makes it hard to budget
because my income is never guaranteed.
…unpredictability, being invisible, no prospect of getting a job in near future with
teachers being laid off recently and being invisible in school. I hate it.
The unpredictability of the job is the most stressful part for me. Not knowing
where you are going or if you are working or not.
There are three aspects to the uncertainty and unpredictability of the work. One was that of the
day-to-day uncertainty in terms of knowing whether or not one might be working. A second was
the uncertainty about going into a new school—whether the students will be engaged, if the
assignment might be difficult, and will the school personnel be welcoming. The third aspect
centered on the anxiety caused by the uncertainty about whether the TTOC might ever have a
full-time continuing assignment and find professional fulfillment with some chance of continuity
and permanence.
There also appear to be very different perceptions of being a TTOC if retired from a teaching
contract but on the TTOC list, and a TTOC who is trying to gain access to the profession but
who finds the only current access to be through working as a TTOC. ‘Retiree’ comments re.
TTOC experiences included:
I find my experience as a TTOC to be relatively problem-free because I am
continuing to work in a district where I worked as a full-time elementary teacher
for 30 years. My prior-knowledge really does make a big difference to my job
with students in the local school.
I am continuing practicing my teaching post-retirement, seeing fellow colleagues.
I love teaching. Moreover, as a retiree, I often connect with students that I taught
when I was full time. Also, I enjoy seeing my colleagues again.
I am retired and don’t find any of it stressful.
However, some TTOC trying to get into teaching were bitter about retirees becoming TTOCs:
Retired teachers should not be allowed to continue teaching as TTOCs. Double
dipping between a pension and a top tier daily wage is a slap in the face to new
teachers.

There were concerns with both call-out systems and seniority provisions.
Quantitative data from this study show that 34.6% of respondents stated that there was a
preferential call-out system, while 32.5% reported some combination, involving some or all of
preferential, rotating, or random systems. In terms of the type of call-out system, 46.5% reported
80
2014 Teachers Teaching on Call Working Conditions survey
direct contact as the means by which districts communicated with potential TTOCs, while 26.3%
reported web-based call-out systems, and 24.7% reported some combination of the two.8
There was some dissatisfaction with the way call-out systems operated, some linked to the
uncertainty of getting and accessing the call, or fitting the call-out into hectic family schedules,
while others were concerned that call-out systems seemed unfair:
The callout system is flawed because if you get a callout in advance then you
won’t get a last minute until further notice, which means the newer TTOCs are
getting the long term calls and getting put into contracts.
I am constantly having to be near my phone and worrying about missing a
callout. The worst is when you look down and see that you missed a call from the
district.
It is just too hard to be a TTOC with a young child in school at another district. It
would help if I could let the system know that I only want call-outs the night
before and not the morning of. I don’t live in the district where I work and my
family only has one car. If we know in advance then we can plan alternative
transportation. I can’t apply for any positions that I am qualified for because my
district requires too many days to be considered internal.
I did not get any random calls the whole year. Every time I worked it was a
request. If no request came I did not work.
Because the district accepts all TTOCs on the list, for the past 2 years it is no
longer possible to make a living being a TTOC. For example, in a small school
there may be 10 TTOCs on a list, and because it is a rotation system there is less
work. If they limited the number of TTOCs there would be more work and more
chance of consistency.
Some respondents promoted equitable access to call-outs, while others stressed their preference
to be able to manage some continuity by being able to respond to requests to return to a specific
school:
I like the request system as the students know me and I know their routines and
their school. It is best for students. I knew no one in the district when I began and
I still got lots of work. I work in about 6-8 schools mainly and I do not want to be
sent all over the district. Although I personally would have seniority now I do not
want to go to this call out method. Request is best for students and requesting
teachers. I also feel like I belong or am a valued staff member at the schools
where I work most.
Requests are where the consistency is. Teachers request a person because they
know their kids, classroom routines, and other staff in the building.
I do really like the way there is a random call out system as well as the ability for
teachers to make requests.
It’s difficult to equate the concept of call-out equity (exemplified by random or sequential callouts) with the ‘request’ system, which essentially prioritizes TTOCs by schools, yet it’s clear that
familiarity with a school and a school’s familiarity with (and implied confidence in) a TTOC
works well both for the school and for the selected TTOC. The problem arises or is exacerbated
8
See “TTOC call-out system and assignments”, p.31.
Prepared by BCTF Research
81
when there is insufficient TTOC employment to meet all TTOC’s needs, but as limited TTOC
opportunities appear commonplace, the tension is likely to remain for the foreseeable future.

Some TTOCs were concerned that they were not working in their specialist subject
areas, while others regarded working outside their area of expertise as a valuable
experience.
I actually have never been called to TOC in my areas of expertise.
I enjoy working outside of my area of expertise because it gives me an opportunity
to work with new age groups.
It is humorous that the BCTF thinks accepting and declining assignments is an
option. Declining work simply because it’s not in your “area of expertise”
typically means you will not receive future calls, or it may be the only work that
you will be called for in weeks so you cannot afford to say no.
I try to accept everything as it is paid work, but sometimes I can’t accept outside
my subject area because of the stress and uncertainty.
The most pervasive view was that while TTOCs would prefer to be working within their areas of
expertise, they would in most, but not all, cases take whatever was offered for two reasons:
financial—the need to make some money, and because of concerns that if they did not accept an
offer of work they felt the increased possibility of not being called in the future.
The uncertainty and unpredictability of call-outs made life less manageable for many TTOCs.
Not knowing if and when a call might come, and whether the space between the call and the
teaching day or half-day was sufficient, were two factors that respondents felt were problematic.
Once again, this factor is one that adds weight to the sense that a major problem for those
teachers employed as TTOCs is the level of uncertainty and unpredictability in their work and
lives. The work was dependent on decisions made by schools and districts, while the TTOCs
often felt somewhat trapped in a system that required them to be available but may or may not
have work to offer.
82
2014 Teachers Teaching on Call Working Conditions survey
Summary: Sources of job satisfaction and stress
The qualitative data discussed above reinforces the quantitative data which show considerable
dissatisfaction among TTOCs whose main focus is to obtain permanent continuing contracts as
teachers. In contrast, those TTOCs who are retired appear to have few complaints. But for the
‘newer’ teachers currently working as TTOCs, there appears to be evidence that a majority of
them are dissatisfied with the uncertainty and unpredictability inherent in their work as TTOCs.
They often look for and affirm the positives in their work and lives as TTOCs, enjoying some
positive relationships, seeing a range of schools and practices, and enjoying the experience of
teaching so that they feel some level of fulfillment with the vocation they have chosen. Yet, large
shadows darkened most respondents’ responses: the limited work available, not knowing if there
will or will not be a call, the need to meet existing financial commitments and survive on low
incomes, and the doubts that they will ever be able to find regular employment.
While the focus of TTOCs in this survey is critique of the immediate context—call outs, limited
work, uncertainty, etc.—the root cause of many of these issues is a public education system
which has faced constant cuts in real terms for some years, and in which the demand for teachers
has been reduced not simply because of reduced student numbers but by disproportionate
provincial financial constraints which have forced districts to reduce teacher staffing numbers,
thereby limiting access to new jobs that might have been accessible to TTOCs. However, there
are indications that in some ‘growth’ districts, where there is increased student enrolment, there
are increased numbers of new teachers. Whether this trend will continue is touched on in the
following section of this report, Summary and discussion of study implications.
Prepared by BCTF Research
83
Summary and discussion of study
implications
1. Only a minority of survey respondents choose to be a teacher
teaching on call as a lifestyle option, although most report
satisfying elements of their work as a TTOC
Many teachers teaching on call (TTOC) gain satisfaction from their work—finding meaning and
loving teaching—when offered the often very-limited opportunities to teach in BC’s public
schools. However, this satisfaction, shared by many respondents, should not infer that a majority
of TTOC are content with their professional lives as TTOC, because of factors that will be
discussed later in this section. In fact, only one in ten respondents selected to be a TTOC for
lifestyle reasons, and a small minority (7.4%) are retired and intend to work as a TTOC for the
foreseeable future. These TTOC who are retired from full-time teaching likely also impact the
numbers choosing TTOC work as a lifestyle option. Retired teachers already have a source of
income through their pension, so working as a TTOC provides a supplement to existing income
rather than their primary source of earnings.
The common denominator among many TTOC was that the same joy in the act of teaching that
marked teacher responses to the 2009 Worklife of BC teachers survey9 was apparent in TTOC in
2013. At its heart, and whatever the pedagogical or organizational complexity, there is an
essential simplicity to the concept of teaching—getting students engaged, seeing learning occur,
using one’s own mind, skills, and heart to create learning experiences of significance and interest
to students. Some survey comments implied that autonomy was also a key factor in their joy in
teaching—‘being able to use my own plans’ implied teacher judgment and autonomy as a key
factor in what ‘makes teachers tick’, whether they be full-time, part-time, or a teacher teaching
on call.
2. Most teachers teaching on call work as a TTOC out of necessity,
and have provided considerable evidence that the life of a TTOC is
a precarious existence
Almost two-thirds of respondents work as a TTOC but would prefer full-time employment.
Discounting those respondents who have retired from full-time teaching but are doing some
TTOC work (and including the 13% who would welcome a part-time contract), over three
quarters of TTOC want full-time or part-time work but cannot access it. Thus, being a TTOC is
not a lifestyle option, it is making the best of the limited opportunities to pursue a career in
teaching.
With almost 21% of respondents reporting fewer than 20 days of teaching employment in the
2013–14 school year, and over 60% reporting fewer than 60 days of work, it is clear that TTOC
work opportunities are very limited. 20 days of work in one school year is slightly more than
10% of the time that a full-time teacher works, and 60 days TTOC work is less than one-third of
a full-time teaching position in BC’s public schools. The availability of work can be impacted by
a number of factors, including districts’ budget constraints and/or where layoffs are occurring.
9
http://www.bctf.ca/IssuesInEducation.aspx?id=21498
84
2014 Teachers Teaching on Call Working Conditions survey
In terms of the TTOC being available, there were other issues which on occasion limited
respondents’ capacity to work. They might get sick on days when called in to teach, or have
appointments which are difficult to rearrange, or have a sick child or family member. 44% of
respondents work at employment other than teaching for some days of the week, which prevents
them accepting TTOC work on those days. Having other work may seem a lifestyle choice, but is
more likely a necessity—providing some guaranteed income while hoping to fit TTOC work
around the other employment. Life gets in the way for TTOC as it does for everyone, but in
instances like being sick when called in to work, the consequences are more severe for TTOC.
Over half of TTOC respondents also stated that they felt pressure to accept assignments when
feeling unwell, since they have no income if they do not work, and no sick days to use or to
bank. So if a TTOC is healthy in October and gets no call from a district, then gets the call in
November but is sick and cannot work, there are two consequences: one is that the TTOC loses
income, and the second is that their chances of being called again may be reduced, depending on
the district’s call-out system and approach.
Another indicator of the precarious existence of teachers teaching on call is the limited income
levels they report. There can be little doubt that some TTOC live in poverty. One quarter of
TTOC reported income generated from their TTOC employment of less than $10,000 in the 2013
tax year, and altogether 64% of respondents reported TTOC income of less than $30,000. It is
somewhat uncertain how representative this income data is, as there was a high non-response
rate to the question.
Income from work other than TTOC employment, and income from other family members with
higher incomes, mitigated poverty to some extent for survey respondents. Nevertheless, 37.5%
reported their total household income before taxes at below $50,000. Considering the Canadian
Centre for Policy Alternative’s estimate10 of a living wage in Vancouver being $37,638 annually
for each of two parents working full-time, many TTOCs are clearly existing at well below that
level.
In addition to low income levels, many TTOC have student loan debt that adds to their financial
insecurities. One-third of respondents had student loan debt, and almost half of those with such
debts said the amounts owing were over $20,000. While one might expect the debts to be owed
by the youngest respondents, there were also surprising data that showed that almost one in
seven TTOC who had student loan debt are in the age group 55–64. These data suggest some
longer-term financial and possibly poverty issues, rather than a short phase of debt-load and
limited employment. For some TTOC, the pattern of limited work and financial pressures,
including multiple sources of debt other than student loans, appears to have become a longerterm pattern or reality in their lives.
The professional lives of many TTOC are precarious because they are uncertain and
unpredictable. Not knowing if they will be called out to work, and not knowing how much
income they may earn, are two pivotal factors which impact TTOC in very direct ways that limit
both their professional experiences and career evolution as teachers, and their income.
But there are other, and in some ways less-tangible, indications of TTOC existence being
marginalized, with survey responses providing various examples of what they considered to be
unfair treatment, or where they felt subject to isolation and exclusion. They often felt that school
district processes for call-outs were unfair and inequitable, with all the power and control on the
10
https://www.policyalternatives.ca/sites/default/files/uploads/publications/BC%20Office/2015/04/CCPA-BCLiving-Wage-2015.pdf
Prepared by BCTF Research
85
district side, and them as TTOC dependent on a process they did not control. Similarly, some felt
that call-out policies did not provide equitable access to TTOC employment. While some
respondents reported welcoming schools, and good levels of collaboration with teachers, others
felt excluded in staff rooms and reported difficult relationships with some administrators. They
also reported some students disrespecting TTOC, seeing them as some form of ‘second-class’
teacher who came in to teach them only when the ‘first class’ teacher was absent from school.
Although over half of respondents had attended a BCTF PD workshop, close to one-third had
participated in local teacher associations’ TTOC Committee, and 30% had participated in a local
union social function, others reported they felt underserved by the BCTF and that in their view
the union focused almost exclusively on the needs of permanent teachers and did not represent
the interests of TTOC. However, the survey was conducted during negotiations in 2014, in which
the BCTF did gain improvements to pay, benefits, and experience credits for TTOC. Whether
different responses might have been generated after the bargaining negotiations were complete
cannot be ascertained, but it is possible that there may be limited communication between the
BCTF and TTOC, in spite of efforts that include the work of the BCTF’s TTOC Advisory
Committee. If many TTOC do indeed live somewhat isolated professional lives, it is possible
that some will not access BCTF information or know of bargaining efforts and successes in
improving the working conditions of TTOC.
It may be useful to consider these findings as grounds for further exploration and discussion. The
common denominators are either isolation or exclusion, whether in some schools or in terms of
TTOC’s involvement in and communication with/from the BCTF or a local teacher association.
So how might TTOC be better included in the community and culture of a school? How might
they feel more welcomed and supported by their union? These questions may be good starting
points to better understand perspectives, experiences, and possible approaches to supporting
TTOC and perhaps making their working lives somewhat less uncertain and precarious.
3. How the historical context adds to an understanding of why being
a TTOC is a fact of life for many wanting to become teachers in
BC’s public schools
Steady erosion of teaching positions since 2002–03
The last decade has marked an ongoing erosion of teaching employment in BC’s public schools,
a direct consequence of government funding, policy, and contract-stripping actions. Full-time
equivalent (FTE) teaching employment has declined steadily since 2002, after the BC Liberal
government was elected. There were about 3,000 fewer FTE teachers in BC public schools in
2014–15 than in 2002–03.11 While much of this decrease occurred early in the decade, the
erosion of teaching positions has continued in recent years. Ministry data12 shows there were
1,095.16 fewer FTE teachers in 2014–15 than in 2011–12 (the year before the Learning
Improvement Fund was introduced).13 This is the context in which teachers teaching on call have
been seeking employment, as each year there are more new graduates with education degrees
and a diminishing supply of permanent part-time and full-time positions. This major loss of
11
These FTE figures represent teaching positions funded by district operating grants. This calculation is based on
FTE figures from annual Teacher Statistics reports, except for 2014–15, where Form 1530 staffing data was used, as
the Ministry cautions the 2014–15 teacher statistics data is not comparable to previous years.
12
Ministry of Education. Form 1530 staffing data, unpublished.
13
See p.19 of the BCTF’s 2015 Education Funding brief to the Select Standing Committee on Finance and
Government Services, http://www.bctf.ca/BriefsAndPositionPapers.aspx.
86
2014 Teachers Teaching on Call Working Conditions survey
teaching positions has created an ever-growing surplus of TTOC. The increased supply of TTOC
has reduced the chances of individual TTOC accessing days of teaching at the same level as
before the cuts, and extended the time many TTOC spend in this precarious form of employment
prior to obtaining a continuing teaching contract.
Discouraged and underemployed, many TTOC are considering leaving the profession
The 2014 TTOC survey provides considerable evidence that TTOC are underemployed—threequarters of TTOC would prefer a part-time or full-time teaching contract, over one-half do not
have as much TTOC work as they would like, and many of these TTOC have annual earnings
below the poverty line. All of these factors contribute to why one in three TTOC in the survey
indicated they are considering leaving teaching in the BC public school system for reasons other
than retirement. The reasons why they are considering leaving the profession include working as
a TTOC is not financially sustainable; lack of job security with little hope for the future; too long
to wait for a continuing teaching position; discouraged by the political climate in BC public
education; and considering changing to another occupation (for example, nursing or other health
professional) that offers more stable employment.
A surplus of new teachers may soon turn into a teacher shortage
Yet it appears that there is about to be a shift in teaching opportunities in BC, in part because
public schools appear to be moving into a period of increasing enrolment. In 2015–16, there
were 6,559 more school-aged students in the September enrolment than anticipated14. And
according to BC Stats population projections, the school-aged population (5–17 years) in BC is
projected to increase steadily each year for the next 25 years, totalling 738,900 children by 2041.
This represents a 21% increase (128,100 more children) in the school-aged population in BC
compared to 2015.15 Perhaps this is one reason why WorkBC’s 2022 Labour Market Outlook
(2014)16 projects that job openings for elementary and secondary teachers in BC will reach
24,900 by 2022. In five BC regions, it is anticipated that at least three-quarters of job openings
will be to replace teachers, mostly for reasons of retirement.
While this is welcome news for TTOC seeking permanent teaching jobs, it may pose challenges
in terms of recruitment and retention, as many TTOC, discouraged and finding teaching to be
financially unsustainable, may have left the profession before these openings occur. The survey
findings suggest that one in three TTOC may do so, with their comments revealing the level of
discouragement many TTOC are feeling about the length of time they have been working as a
TTOC without obtaining a permanent teaching position. To prevent a teacher shortage in the
near future, efforts are needed in the present to encourage TTOC to stay in the profession before
they leave BC to seek teaching employment elsewhere or train for another occupation.
14
BCTF calculations with data from Ministry of Education Operating Grants tables (Estimates and Recalculated).
BC Stats. (May 2015). British Columbia Population Projections: 2015 to 2041, Table 3: British Columbia
Population by Selected Age Groups, Estimated (1971 to 2014) and Projected (2015 to 2041), p.3, and Table 6:
British Columbia Population by 5-year Age Group, Estimated (1971 to 2014) and Projected (2015 to 2041), p.6.
Access the PDF version of report at
www.bcstats.gov.bc.ca/StatisticsBySubject/Demography/PopulationProjections.aspx
16
WorkBC. (2014). British Columbia 2022 Labour Market Outlook - WorkBC projections for supply and demand
for occupations to 2022, p.9. www.workbc.ca/WorkBC/media/WorkBC/Documents/Docs/BC-LM-Outlook-20122022.pdf.
Prepared by BCTF Research
87
15
4. Considerations for the future
While the TTOC Advisory Committee may wish to offer some recommendations to the BCTF
Executive Committee, some possible options may be useful to consider here.
First is that some efforts to improve the precarious and uncertain professional lives of TTOC
might be a focus for action by the BCTF. Building on improvements which were made to the
collective agreement in the last round of bargaining, there may also be ways to build advocacy to
secure increased levels and duration of employment for TTOCs. Such advocacy might point to
the changing teacher and student demographics which may impact future demand for contract
teachers and TTOC, and argue for districts to take a pro-active stance and enhance TTOC
employment in order to keep teachers available who are familiar with a district’s schools and
students.
BCTF Research has cited evidence of projected increases in the 0–19 aged population in BC,
evidence of higher levels of Kindergarten to Grade 3 student enrolment in recent years, and
possible increased demand for teachers because of high retirement projections outlined in the
Labour Market Outlook report by the government of BC17. These data suggest that there may
soon be an increased demand for teachers, which might enable some who currently work as
TTOC to obtain full-time or part-time teaching employment. School districts that are unaware of
such demographic trends might soon face a shortage of teachers with contracts, and also a
shortage of TTOC, as some teachers currently working as a TTOC step into full-time or parttime contract positions. One way to address this could be the hiring of current TTOC into morepermanent contracts, either as TTOC but with higher levels of call-outs, or as permanent fulltime TTOC to fill positions as required.
There were a number of specific issues that TTOC in the survey indicated they would like to see
addressed, including benefits, sick leave, and salary. The 2014 TTOC survey was conducted in
May-June of 2014, while BCTF was in negotiations for a new teacher collective agreement with
the British Columbia Public School Employers’ Association (BCPSEA). Until September 2014,
TTOC were paid on scale only once they had worked in TTOC assignments for four days in a
row. As of September 2014, the new six-year collective agreement includes improvements in
TTOC pay, benefits, and experience credit. Teachers on call are no longer required to work four
days in a row to be paid on scale. Article B.2.6, Teacher Teaching on Call Pay and Benefits,
states, “An Employee who is employed as a teacher teaching on call shall be paid 1/189 of
his/her category classification and experience, to a maximum of the rate at Category 5, Step 7,
for each full day worked”. As of July 1, 2016, the maximum pay rate will increase to Category 5,
Step 8. This is a significant improvement for many TTOC, when viewed in light of the survey
findings. The majority of TTOC in this survey indicated that none (30%) or less than one-quarter
(37.9%) of their TTOC assignments in 2013–14 were for four days in a row. One in five TTOC
said they were not able to accept assignments offered for four consecutive days, for reasons such
as having a part-time teaching contract (70%), family responsibilities (28%), and non-teaching
work commitments (8%). Article B.2.6 addresses this inequity, as TTOC are no longer penalized
for factors beyond their control that prevent them from accepting assignments for four days in a
row; all teaching days are now paid on scale.
There were indications from respondents that there might be better support for professional
learning, with more communication about existing PD opportunities, increased opportunities for
collaboration, and more PD targeted at the needs of TTOC. These findings suggest that BCTF
17
https://www.workbc.ca/getmedia/0fe6f15a-dcd9-4316-b0fa-488b3fab9920/BC-LM-Outlook-2012-2022.pdf.aspx
88
2014 Teachers Teaching on Call Working Conditions survey
support for the professional lives of teachers was seen as particularly important for TTOC—
many of whom are at the start of their teaching careers.
It should be of concern that almost one-third (31.7%) of TTOC are considering leaving the
profession for reasons other than retirement, with the limited work causing instability and
financial problems to such an extent that they are considering other work and career options.
This represents a significant waste of skilled teachers, who have chosen a teaching career yet had
difficulty entering the profession and accessing full-time or part-time contracts. It would be a
considerable irony if many who currently work as a TTOC should make career-ending decisions
in the near term, if the demand for teachers does in fact increase in the coming years.
In terms of communication between TTOC and the BCTF, there may be a need to find time for
reflections and discussion within the BCTF. There were indications from a reasonable number of
respondents that they did not feel well-served by their union, and in many cases they felt isolated
in schools and in the profession. Steps to encourage better connections between contract teachers
and TTOC might be one option to consider, both provincially and at the local level.
TTOC respondents suggest that some advocacy and bargaining can address some of these issues,
while others may need discussion about what can be done to better serve the needs of TTOC
within the BCTF, and ensure that they feel included and welcome within the union and in the
profession.
Finally, while there is much uncertainty about what the future may hold, one possible future is a
time when the demand-supply equation shifts from excess supply (caused largely by policy and
funding decisions rather than enrolment) to excess demand, as student enrolment grows, and
assuming that teachers continue to retire and all positions created by retirement are replaced.
This will require a mindset change on the part of school districts and government, to consider
actions which will ensure an adequate supply of teachers. Should such a change occur, the future
for those who have struggled for some years to pursue their teaching careers as TTOC may look
considerably brighter, as they could initially fill some of the demand for full-time teachers. In
addition, with the improvements for TTOC made in the 2013–2019 collective agreement, there is
some evidence that the working conditions of TTOC are improving.
Perhaps the page has turned in terms of employment prospects and working conditions for the
teachers teaching on call in our public schools. But as this is BC, where all predictions are
precarious when government policies can make the best predictions uncertain, we may have to
wait and see.
Prepared by BCTF Research
89
Appendix
Representativeness by school district
The survey asked respondents to indicate in which school district they worked the most as a
TTOC in the 2013–14 school year. Of the 243 responses to the survey, 236 TTOC provided data
on school district. As of May 2014, there were 12,329 Teachers Teaching on Call identified in
the BCTF member database. A random sample of 2,278 TTOC was drawn from this database.
The district table, below, shows the number of TTOC in each district who responded to the
survey, and TTOC respondents as a percentage of all respondents, for each school district. For
comparative purposes, the table also shows the number of TTOC in the BCTF member database
for each district and the number of TTOC in each district as a percentage of all TTOC in the
province. This provides a measure of how well the survey sample represented the overall TTOC
population in 2014.
Representation of TTOC in the survey by school district
For 51 of the 60 school districts there are TTOC who responded to the survey. There are no
responses to the 2014 TTOC survey in nine school districts: 10–Arrow Lakes, 19–Revelstoke,
49–Central Coast, 54–Bulkley Valley, 78–Fraser Cascade, 81–Fort Nelson, 84–Vancouver Island
West, 87–Stikine, and 91–Nechako Lakes. In these nine districts, TTOC make up a very small
percentage of all TTOC in the province (ranging from 0.1% to 1.1%).
In districts 43–Coquitlam (10.3% of the sample vs. 3.8% of all TTOC) and 64–Gulf Islands
(2.5% of the sample vs. 6% of all TTOC), TTOC are over-represented in the survey sample
compared to the TTOC population. TTOC are under-represented in the survey sample compared
to the TTOC population in the following districts: 38–Richmond (1.2% of the sample vs. 3.4% of
all TTOC), 45–West Vancouver (0.4% of the sample vs. 1.4% of TTOC population),
73–Kamloops-Thompson (0.4% of the sample vs. 2.6% of TTOC population), and 93–Conseil
scolaire francophone (0.8% of the sample vs. 2.4% of TTOC population).
90
2014 Teachers Teaching on Call Working Conditions survey
Number of TTOC and % of the total: All TTOC (as of May 2014) and the survey sample, by district
SD # - School District
05-Southeast Kootenay
06-Rocky Mountain
08-Kootenay Lake
10-Arrow Lakes
19-Revelstoke
20-Kootenay-Columbia
22-Vernon
23-Central Okanagan
27-Cariboo-Chilcotin
28-Quesnel
33-Chilliwack
34-Abbotsford
35-Langley
36-Surrey
37-Delta
38-Richmond
39-Vancouver
40-New Westminster
41-Burnaby
42-Maple Ridge-Pitt Meadows
43-Coquitlam
44-North Vancouver
45-West Vancouver
46-Sunshine Coast
47-Powell River
48-Sea to Sky
49-Central Coast
50-Haida Gwaii
51-Boundary
52-Prince Rupert
53-Okanagan Similkameen
54-Bulkley Valley
57-Prince George
58-Nicola-Similkameen
59-Peace River South
60-Peace River North
61-Greater Victoria
62-Sooke
63-Saanich
64-Gulf Islands
67-Okanagan Skaha
68-Nanaimo-Ladysmith
69-Qualicum
70-Alberni
71-Comox Valley
72-Campbell River
73-Kamloops-Thompson
74-Gold Trail
75-Mission
78-Fraser Cascade
79-Cowichan Valley
81-Fort Nelson
82-Coast Mountains
83-North Okanagan-Shuswap
84-Vancouver Island West
85-Vancouver Island North
87-Stikine
91-Nechako Lakes
92-Nisga’a
93-Conseil scolaire francophone
Total
TTOC population (2014)
Number of TTOC
% of all TTOC
in the district
(n=12,329)
167
1.4%
137
1.1%
141
1.1%
26
0.2%
35
0.3%
113
0.9%
169
1.4%
389
3.2%
128
1.0%
82
0.7%
222
1.8%
510
4.1%
381
3.1%
1,130
9.2%
318
2.6%
424
3.4%
1,037
8.4%
154
1.2%
488
4.0%
273
2.2%
465
3.8%
286
2.3%
174
1.4%
104
0.8%
69
0.6%
121
1.0%
7
0.1%
20
0.2%
46
0.4%
64
0.5%
85
0.7%
84
0.7%
220
1.8%
49
0.4%
62
0.5%
119
1.0%
716
5.8%
308
2.5%
271
2.2%
77
0.6%
157
1.3%
334
2.7%
77
0.6%
96
0.8%
243
2.0%
183
1.5%
320
2.6%
44
0.4%
123
1.0%
47
0.4%
177
1.4%
16
0.1%
112
0.9%
201
1.6%
23
0.2%
51
0.4%
8
0.1%
135
1.1%
11
0.1%
300
2.4%
12,329
100.0%
TTOC survey respondents
Number of TTOC
% of sample
who responded
(n=243)
2
0.8%
6
2.5%
3
1.2%
0
0.0%
0
0.0%
2
0.8%
7
2.9%
6
2.5%
1
0.4%
1
0.4%
3
1.2%
7
2.9%
8
3.3%
17
7.0%
4
1.6%
3
1.2%
26
10.7%
2
0.8%
7
2.9%
4
1.6%
25
10.3%
5
2.1%
1
0.4%
2
0.8%
1
0.4%
2
0.8%
0
0.0%
2
0.8%
2
0.8%
1
0.4%
2
0.8%
0
0.0%
3
1.2%
1
0.4%
1
0.4%
1
0.4%
11
4.5%
4
1.6%
4
1.6%
6
2.5%
3
1.2%
9
3.7%
2
0.8%
2
0.8%
8
3.3%
5
2.1%
1
0.4%
3
1.2%
4
1.6%
0
0.0%
4
1.6%
0
0.0%
1
0.4%
7
2.9%
0
0.0%
1
0.4%
0
0.0%
0
0.0%
1
0.4%
2
0.8%
236
97.1%
7
2.9%
243
100.0%
2016-02-23
MW:CN:af:tfeu
Prepared by BCTF Research
91