A descriptive analysis of the job satisfaction of veteran music teachers in North Carolina

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Beverly Satterfield Brown (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Patricia Sink

Abstract: The purpose of the study was to investigate the sustainability and job satisfaction of veteran music teachers. The study was designed to provide descriptive information that might inform music teacher educators, new music teachers, and administrators about teacher retention in the music education field. Specific research questions included the following. 1. What characteristics of school culture serve as the best predictor for job satisfaction in veteran music teachers in North Carolina? 2. What coping strategies contribute to the prevention of burnout among veteran music teachers in North Carolina? North Carolina music teachers who had over fifteen years of experience (N = 176) were administered an online survey. Using Qualtrics®, the veteran music teachers answered questions associated with the characteristics of school culture (e.g., career/working conditions, administrative support, student quality, and staff collegiality) and coping strategies that prevent music teacher burnout. Administrative support (p = .01) and student quality (p < .001) were found to be statistically significant predictors of job satisfaction in veteran music teachers (p < .05). Coping strategies that contributed to the prevention of burnout as stated by veteran music teachers included trying new strategies and materials in the classroom, healthy living, self-care, maintaining interests outside of music and teaching, and maintaining a work and life balance. As secondary variables of the study, data were examined to determine if gender and primary teaching level affected North Carolina veteran music teachers' job satisfaction. Male middle school music teachers had the lowest self-reported job satisfaction levels; whereas, male elementary school music teachers had the highest self-reported levels of job satisfaction. No significant differences between female veteran music teachers' job satisfaction were found at any teaching level (p > .05). Veteran music teachers felt respected at work when they received administrative support, verbal or written appreciation, and parental, staff, and student support and recognition. Administrative support included being involved in decision making, demonstrating trust in teachers, and providing autonomy in the music classroom. Veteran music teacher advice to administrators about music teacher job satisfaction included supporting and valuing teachers, valuing music as a part of the curriculum, and saying thank you to teachers. The majority of subjects (80%) were satisfied with their jobs as music teachers and 80% of veteran music teachers intended to continue teaching until retirement. The majority of subjects found working with students the most enjoyable aspect of their job (92%).

Additional Information

Language: English
Date: 2015
Teacher burnout, Teacher job satisfaction, Veteran music teachers
Music teachers $x Job satisfaction $z North Carolina
Teacher turnover $z North Carolina $x Prevention
Employee retention $z North Carolina
School environment $z North Carolina
Burn out (Psychology) $x Prevention

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