Beginning Music Teachers

Abstract

X. oday's teachers face a variety of major challenges on a daily basis, including large classes, students with special needs, and multicultural, multilingual student populations. New teachers sometimes mistake the uneasiness and panic they experience during their first few years in the classroom as an indication that they have chosen the wrong profession (Grissmer and Kirby, 1991). According to Arnold, Choy, & Bobbitt (1993), beginning teachers measure their expectations against the realities of their classrooms, and if they find that an adequate support system is not available, many new teachers will look elsewhere.Because the quality of many music programs depends on the continuity of their music teachers, music teacher attrition and turnover can create a serious problem for most schools. Phelps (1983) found that more than half of music teachers surveyed eventually intended to leave teaching. Why do new music teachers stay in the profession? Why do they leave? How could they be better enabled to stay? These are a few of the questions examined by this study.Current research indicates that the largest number of teacher departures occur during the first ten years of teaching (Karge, 1993). For the purposes of this study, the term "beginning teachers" refers to those who have been teaching for less than ten years. Huling-Austin (1987) suggests that there are a few characteristics in the first few years of teaching that most beginners share, including: (1) finding the first years exceptionally challenging, (2) experiencing fear, anxiety, isolation, and loneliness, (3) lacking significant collegial support, and (4) not being prepared for the transition into the role of teacher. Lortie (1975) emphasizes the usually brief duration of student teaching and the isolation of beginning teachers from their colleagues as significant factors that influence new teachers' problems. Darling-Hammond, Wise, and Klein (1999) assert

Preservice Music Teachers’ Employment Preferences

“…Although reasons for attrition and mobility may be transferable from the general education research, it is important that scholars investigate factors specific to music teaching because of the “reinforcing nature of music, idiosyncratic teacher prerequisites, and unique demands” music teachers may encounter (Hancock, 2008, p. 8). Results of research in music have suggested that isolation, extended duties and responsibilities, scheduling, and teaching loads may influence music attrition and mobility (Baker, 2007; Conway, 2003; Hamann, Daugherty, & Mills, 2007; Killian & Baker, 2006; Krueger, 2000; Madsen & Hancock, 2002). Other music-specific factors may include teaching workload, deadlines, limited job recognition, and lack of peer support (Hamann et al, 1987).…”

The Occupational Identity of In-Service Secondary Music Educators

“…Participants reported the most positive influential interactions with individuals within the music education world—music students and other music educators—while the least positive interpersonal interactions existed with district administrators and students not involved with music. Krueger (2000) found that music teachers often are influenced negatively by administrators, however, researchers have not explored the relationships with students outside of music. It should be noted that participants may not have been reacting to actual relationships; rather, the low ranking for “other students” may have been due to a minimum amount of contact with students not participating in music.…”

“…More importantly, researchers may be able to provide secondary music educators concrete advice for enhancing their own job satisfaction and career commitment, allowing them to shape their own career and participation in music as they see fit and better negotiate the stresses found in their job. Secondary music educators can experience a variety of stresses that diminish their job satisfaction such as managing large classes (Heston, Dedrick, Raschke, & Whitehead, 1996), isolation (Scheib, 2003), the low curricular status or the elective nature of music classes (Heston et al, 1996; Scheib, 2003), the public visibility of music teachers, administrative support (Krueger, 2000), and a lack of time to develop and foster personal music growth (Vartanian, 2001). Teacher age, school type (secondary and private schools), extracurricular requirements, lack of support from parents and administration, and salary may influence music teacher career decisions (Hancock, 2008).…”

A Comparative Analysis of Influences on Choosing a Music Teaching Occupation

“…The potential for a deficiency in the number of qualified P–12 music teachers in the United States has raised concern among researchers, music teacher educators, and professional organizations for music education (Asmus, 1999; Bergee, Coffman, Demorest, Humphreys, & Thornton, 2001; Bergee & Demorest, 2003; Hancock, 2008; Krueger, 2000; National Association for Music Education [NAfME], 2015; Niermann, 2010; Russsell, 2008). In an effort to maintain “the vitality of the profession,” NAfME continues its efforts to “foster activity in recruiting and retaining music teachers,” as outlined in its 2016–2021 Strategic Plan (NAfME, 2015, p. 1).…”