Then What? Quantifying SBAE Teacher Career-Decisions Post-Migration

Authors

Becky Haddad, University of Nebraska-LincolnFollow
D. Brett Milliken, Oregon State UniversityFollow
Josh Stewart, Oregon State UniversityFollow
Johnathan Velez, Oregon State UniversityFollow

ORCID IDs

Becky Haddad https://orcid.org/0000-0001-9153-2253

D. Brett Milliken https://orcid.org/0000-0002-0057-1562

Josh Stewart https://orcid.org/0000-0003-1863-6288

Document Type

Article

Date of this Version

2021

Citation

Journal of Agricultural Education, 62(1), 131-143

https://doi.org/10.5032/jae.2021.01131

Comments

Copyright © 2021 Journal of Agricultural Education, a publication of the American Association for Agricultural Education. Used by permission.

Abstract

Complex career decisions, such as teacher mobility, are often reduced to stigmatizing labels that do little to account for the state of teaching as a profession or credit those engaging in migratory decisions as making healthy career choices. Through our study, we focused on understanding workforce mobility, teaching as an unstaged profession, and the current quantifications existing around SBAE teacher migration. We drew on over 100 years of data from California as we quantitatively explored and synthesized the career decisions of migrating SBAE teachers. This snapshot offers a means of understanding the Teacher Career Cycle (Fessler & Christensen, 1992) in light of the implications for the teaching career as a series of choices rather than a stretch of time at an individual school. Implications of this conceptualization of migration stretch beyond SBAE to administration and those tasked with supporting the career trajectory of SBAE teachers across the United States.