Confronting the challenge: The impact of whole-school primary music on generalist teachers’ motivation and engagement

Garrett, B.

doi:10.1177/1321103x18814579

Cited by 6 publications

(4 citation statements)

References 45 publications

(88 reference statements)

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“…In contrast, feeling unsupported might spark disengagement in work behavior and dissatisfaction with the job [ 79 ]. This result is also likened to the practical findings which documented that feeling assisted by the organization in autonomy, competency, and relatedness can mobilize generalist teachers to engage in the subject and satisfy the work situation [ 68 , 87 ]. More importantly, the results provide solid evidence to the JDR model through the sequential mediating role of perceived organizational support and work engagement in the association between job burnout and job satisfaction.…”

Section: Discussionsupporting

confidence: 54%

Investigating the Relationship between Job Burnout and Job Satisfaction among Chinese Generalist Teachers in Rural Primary Schools: A Serial Mediation Model

Wei

Zhou

Zheng

et al. 2022

IJERPH

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Background: Job burnout has become a widespread phenomenon in school settings. However, little is known about the mental health condition of the growing cohort of generalist teachers in rural primary schools. Drawing on the job demands–resource model and social exchange theory, this study examines the correlation between job burnout and job satisfaction through perceived organizational support and work engagement. Methods: We recruited 639 Chinese generalist teachers in rural primary schools as the study subjects and developed a serial mediation model to assess the hypothesized construct. The data acquired online via Wenjuanxing Software were confirmed as valid and analyzed with SPSS and SmartPLS. Results: The participants scored above the median in perceived organizational support, work engagement, and job satisfaction, and had scores close to the median for job burnout. Statistically significant differences among the investigated variables were found in gender, age, experience, and degree. Job burnout was negatively predictive of perceived organizational support, work engagement, and job satisfaction (each p = 0.000). Perceived organizational support mediated the association between job burnout and work engagement (p = 0.000) and the connection between job burnout and job satisfaction (p = 0.000), while work engagement mediated the association between job burnout and job satisfaction (p = 0.000) and the association between perceived organizational support and job satisfaction (p = 0.000). Conclusions: Perceived organizational support and work engagement as two sequential mediators buffered the detrimental impact of job burnout on job satisfaction among Chinese generalist teachers in rural primary schools. Targeted strategies should be implemented to diminish generalist teachers’ feelings of burnout, being unsupported by organizations, disengagement at work, and dissatisfaction with the job.

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Section: Discussionsupporting

confidence: 54%

Investigating the Relationship between Job Burnout and Job Satisfaction among Chinese Generalist Teachers in Rural Primary Schools: A Serial Mediation Model

Wei

Zhou

Zheng

et al. 2022

IJERPH

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“…Teachers identified professional development as key to the success of their music teaching (de Vries, 2015). The provision of psychologically safe practice and support structures at school enhances teachers' motivation to teach music (de Vries, 2015;Garrett, 2019). On-the-job coaching provides such a safe haven.…”

Section: Intervening To Enhance Autonomy Support: a Process-based App...mentioning

confidence: 99%

Promoting creative autonomy support in school music education: An intervention study targeting interaction

Hendriks

Steenbeek²,

Boele³

et al. 2023

Front. Educ.

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IntroductionThe notion of autonomy in Self-Determination Theory is at the core of intrinsically motivated learning, and fulfilment of the need for autonomy is essential for thriving at school. Therefore teacher-provided autonomy support has grown into a key concern in educational research. In the present study into primary school music education, the notion of creative autonomy support is introduced. Research into autonomy support is typically focused on verbal interaction. However, from an enactive perspective, teachers’ gesturing, bodily movement, facial expression, and musical action form an integral part of the socially situated interaction in music lessons, inherently involving autonomy support. In the present study, a distinction is made between creative verbal autonomy support and creative musical and non-verbal autonomy support.MethodsApplying a process-based time-serial methodology, rooted in a Complex Dynamic Systems and Enactive perspective, the effects of an intervention with Video Feedback Coaching for teachers were investigated. Video data of 105 music lessons of 18 teachers (intervention and control condition) from six primary schools was gathered, to examine teachers’ creative autonomy support at both the individual and group level.ResultsThe findings show that teachers in the intervention condition, compared to the control group, achieved a meaningful increase in their ability to offer creative autonomy support verbally. Teachers also showed development for the non-verbal and musical aspects of offering creative autonomy support. However, particularly for offering higher-level creative autonomy support in the non-verbal and musical mode, significant results were found for less than half of the intervention teachers.DiscussionThese results underline the importance of embracing and studying the bodily dimension as an integral part of teacher autonomy support, aimed at emergence of students’ musical creativity, in primary school music education and in teacher training. We explain how these results might be relevant for autonomy enhancing musical activities in vulnerable groups.

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“…Since the quantitative findings showed that students, overall, didn't reach the system's level for Representations often, let alone the Abstractions level, and teachers seemed to deal quite differently with offering AS in creative tasks, room for further development seems to exist, for both students and teachers. The mixed results for AS-CTA transitions could be related to a lack of knowledge about offering AS in music lessons and to teachers' insecurity in teaching music reported in research (e.g., Garrett, 2019).…”

Section: Overview Findingsmentioning

confidence: 95%

Exploring the relation between teacher autonomy support and children’s musical creativity

Hendriks,

Steenbeck,

Bisschop Boele

et al. 2023

b:em

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In primary music education a key question is what teachers can do to stimulate students’ musical creativity. For the answer, delving into teacher-student interaction during the creative processes in the naturalistic setting of primary music lessons is required. Twenty-six music lessons from thirteen teachers and their classes of seven Dutch schools were recorded to explore the relation between teachers’ autonomy support and students’ divergent and convergent thought & action. Quantitative sequential analysis and thematic analysis were combined to examine this relation, using a framework offered by Complex Dynamic Systems theory and Enaction theory. In contrast to classical correlational analysis, sequential analysis focuses on the dynamics, and thus on the temporal relation in classroom interaction. The results show that mostly lower-level autonomy support was offered. Especially in creative lessons, higher-level autonomy support is more likely to lead to higher-level student divergent thought and action. For convergent thought and action, the results were less conclusive. An implication of the findings is that (research into) music education could benefit from interventions aimed at enhancing autonomy support in primary school music.

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Confronting the challenge: The impact of whole-school primary music on generalist teachers’ motivation and engagement

Cited by 6 publications

References 45 publications

Investigating the Relationship between Job Burnout and Job Satisfaction among Chinese Generalist Teachers in Rural Primary Schools: A Serial Mediation Model

Investigating the Relationship between Job Burnout and Job Satisfaction among Chinese Generalist Teachers in Rural Primary Schools: A Serial Mediation Model

Promoting creative autonomy support in school music education: An intervention study targeting interaction

Exploring the relation between teacher autonomy support and children’s musical creativity

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