Emotional Differences Between Early and Late Degree Program Music Teacher Education Students Using a Concise Emotional Inventory

Abstract

Teaching music can be a stressful profession. How current and future teachers perceive stress, and the personal emotions that result from stressful situations, raises many questions. This study investigated differences in perception of levels of emotional stress between early and late program students in music teacher education using a concise emotional inventory. The scale was developed as an expedient device to be used with young adults to access a person's emotional state across a wide variety of defined life content areas. The version of the scale used in this study was specifically developed and validated for use with college-age students. In the present study, comparisons were made between students in an introductory music education class (n = 45) versus advanced music education undergraduates (n = 45) in the semester prior to their student teaching. Results indicated that although some similarities between the two groups did exist, there were indeed differences. The question concerning finances was rated the lowest for both groups indicating high stress. The question concerning future career was rated the highest for both groups indicating the lowest level of perceived stress. In addition, suggestions for use of the instrument in music teacher education programs and music teacher in-service were outlined.

Novice and experienced music teacher resilience: A comparative case study

“…Few researchers have made direct comparisons between novice and experienced music teachers, especially with regards to resilience factors. Fredrickson and Madsen (2010) analyzed stressors related to music education, but their research was focused on preservice music teachers. Conway et al (2018) compared the workplace experience of experienced and novice teachers within the realm of micropolitics and found that the level of comfort with workplace interactions was connected to level of experience.…”