Teacher Shortage in School-Based, Agricultural Education (SBAE): A Historical Review

Abstract

Ongoing teacher shortages in SBAE have been a concern dating back to the Smith-Hughes Act of 1917 (Hillison, 1987). This historical inquiry identified the longitudinal trends revealed by data derived from the supply and demand studies of SBAE teachers over a 51-year period, and how the studies and their reporting procedures evolved. On average, between 50% and 60% of graduates prepared to teach SBAE nationwide did so during their first year after graduation. The studies’ research teams changed eight times, including 12 lead investigators from eight institutions and, in the case of two reports, the National FFA Organization assisted. Reporting cycles also changed over time. Perhaps the long-term graduates-to-entrants trend should be accepted as canon and stakeholders redouble efforts to recruit a larger pool of future teachers and improve the likelihood of graduates who enter the profession also choosing to remain.

Intent to Teach: Perspectives from Pre-Service Agricultural Education Teachers

“…The majority of participants (f = 7, 88%) intend to enter the SBAE teaching profession, providing an overarchingly favorable attitude toward teaching SBAE (Ajzen, 1991). Although this study provided a small sample (n = 8), its findings in this regard align with the ongoing trend over the past 50 years with the majority of the students prepared to teach actually entering the profession (Eck & Edwards, 2019). Participants are attracted to a career in SBAE because there is always something new and they are passionate about developing students for college and career readiness and to become agriculturally literate citizens.…”

Identifying the Characteristics of Effective School-Based Agricultural Education Teachers: A National Census Study

“…Although the greatest source of new SBAE teachers continues to be through the traditional certification route (75.4%), alternative routes to certification have been and continue to be trending upward (Camp et al, 2002;Smith et al, 2018). This growing percentage can help fill a void and offset the nationwide teacher shortage (Eck & Edwards, 2018;West & Frey-Clark, 2018). Regarding educational attainment, 62.4% of SBAE teacher respondents have earned a bachelor's degree only; 44% have obtained a master's degree, and approximately 1% have a terminal degree.…”

The Validation of the Effective Teaching Instrument for School-Based Agricultural Education Teachers

“…(p. 24) This development of knowledge and skills comes at a cost but is purposeful in pursuing a desirable or better job (Schultz, 1961). Due to the current climate related to the supply and demand of SBAE teachers, with approximately 60% prepared to teach SBAE actually entering the profession (Eck & Edwards, 2019), school administrators fill the void with alternatively, emergency, or non-certified teachers. Although the leading cause is undetermined, Schultz (1961) discussed the idea of human resources being a form of capital.…”