Returning Teachers as an Underutilized Source of Supply in School-Based Agricultural Education

Daniel D. Foster; Amy R. Smith; Michael Spiess; Rebecca G. Lawver; Margaret Ashley Rogers

doi:10.5032/jae.v67i3.3413

Authors

Daniel D. Foster The Pennsylvania State University https://orcid.org/0000-0002-2175-0623
Amy R. Smith University of Minnesota https://orcid.org/0000-0002-9124-8890
Michael Spiess California State University, Chico https://orcid.org/0009-0006-9353-3309
Rebecca G. Lawver Utah State University https://orcid.org/0000-0001-8226-2810
Margaret Ashley Rogers National Association of Agricultural Educators https://orcid.org/0009-0001-0943-7677

DOI:

https://doi.org/10.5032/jae.v67i3.3413

Keywords:

returning teachers, agriculture teacher supply and demand, teacher reentry, SBAE workforce, teacher attrition, teacher gender

Abstract

The persistent shortage of school-based agricultural education (SBAE) teachers necessitates innovative approaches to sustaining the teaching workforce. One underexamined strategy is reengaging returning teachers, defined as licensed SBAE educators who leave the profession and later reenter. This study examined returning teachers as a source of SBAE supply using data from the National Agricultural Education Supply and Demand (NSD) Project. Returning teachers were first identified as a distinct hiring category in 2024. Descriptive analyses were conducted using national and state-level data from 2024 and 2025 to examine trends in gender composition, attrition, hiring sources, regional variation, and the relationship between returning teachers and shortage and shortfall metrics. Results indicate returning teachers comprised approximately 7% of net hires in 2024 and 8% in 2025, although substantial variation existed across states and regions. While returning teachers represented a small share of hires nationally, they accounted for more than 20% of net hires in several states. Findings also highlight continued reliance on unlicensed or non-traditionally certified teachers, continuing a trend of unmet demand for qualified SBAE educators. Given the increasing proportion of women in the SBAE workforce and evidence that women are more likely to return after career interruptions, returning teachers may represent a growing and underutilized pool of experienced educators. Implications include improved tracking of returning teachers, policies supporting licensure maintenance and reentry, and flexible employment arrangements to strengthen long-term workforce sustainability in SBAE.

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