Measuring mobility: A quantitative description of SBAE teacher mobility in Minnesota


  • Becky Haddad University of Nebraska-Lincoln
  • Lavyne L. Rada University of Minnesota-Twin Cities
  • Amy R. Smith University of Minnesota-Twin Cities



teacher mobility, teacher migration, churn, workforce development, teacher turnover, teacher attrition, school staffing


Considerations around teacher attrition, supply and demand, and retention are incomplete without including teacher mobility. The problem, as it currently stands, finds SBAE ill-equipped, at the professional level, to support mobile teachers. Providing support, however, starts with understanding the population; in this case, mobile teachers. The purpose of our study was to quantitatively describe teacher mobility in [State] over the last 20 years (1999-2021). To describe SBAE teacher mobility in our state, we utilized teacher retention data compiled from state teacher directories over the last 20 years (1999-2021). We corroborated previous findings noting heightened attrition after year one in a new school, and school retention of mobile teachers to average about three years. These findings bear implications for our pre-service preparation, induction level support, and mid-career advice and support relative to the suggested reduction of frequency in mobility with additional teaching experience.


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How to Cite

Haddad, B., Rada, L., & Smith, A. (2024). Measuring mobility: A quantitative description of SBAE teacher mobility in Minnesota. Journal of Agricultural Education, 65(1), 226–244.



Journal of Agricultural Education

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