Music teacher stress in the era of accountability

Shaw, Ryan D.

doi:10.1080/10632913.2015.1005325

Cited by 35 publications

(30 citation statements)

References 43 publications

(34 reference statements)

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“…This suggests that teachers prefer to stay away from managerial processes. This finding is similar to findings of Shaw's (2016) research. In Shaw's research, it was found that dealing with administrative job responsibilities was stressful for teachers.…”

Section: Discussionsupporting

confidence: 92%

A Study on Accountability Language at the Level of the Primary School

Tatık¹

2018

IJES

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The aim of this research is to reveal how teachers, principals, students, and parents think about and behave toward accountability issues in schools. Phenomenology, which is one of the qualitative research designs was used in the study. Data was collected from randomly selected teachers, principals, parents and students in randomly selected two state schools in Istanbul. Focus group interview was used as data collection method. Separately structured questionnaire was prepared for each group. While creating the questions, literature was reviewed and a pilot implementation was conducted to determine the validity. Data was analyzed through NVIVO 10. Parents hold teachers along with others responsible for learning of students, resolving problems that the students confront and to discipline school. Teachers take student expectations into consideration and accept that they are accountable to the students and parents. Teachers evaluate the role of parents and external stakeholders as threatening. Sci, 21(1-3): 91-100 (2018) 11.258359/KRE-23 DOI: Int J Edu

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Section: Discussionsupporting

confidence: 92%

A Study on Accountability Language at the Level of the Primary School

Tatık¹

2018

IJES

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“…There is much research that supports evidence of stress and burnout in the working lives of music educators (Bernhard, 2016; Doss, 2016; Figueras, 2014; Shaw, 2016; Vitale, 2015). Common triggers include the preparation of performances, heavy workload and a lack of resources.…”

Section: Resultsmentioning

confidence: 99%

Australian super veteran secondary school music teachers: Motivated and valuable

Robinson

2020

International Journal of Music Education

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Veteran teachers are defined as having over 15 years’ teaching experience. This research introduces a new career stage of ‘super veteran’ for music teachers that have worked for 30 plus years and seeks to identify the influences on, and contributions of, Australian secondary school music teachers of this career stage. This article reports on survey data gathered in a larger qualitative study that contained a national survey and interviews. The analysis of the interview data in the larger study is yet to be completed. Likert-type scale questions were used for demographic data collection and open-ended questions explored influences on music teacher work practice. Of the responses, 32 were from super veteran secondary school music teachers. These teachers were motivated by working with students and felt valued by them and their parents. Super veterans continued to be engaged in professional development, found work–life balance a constant challenge and many were planning to continue teaching. This research has implications for school leaders in encouraging, valuing and utilising the expertise of super veteran secondary school music teachers. It suggests tailoring professional development for this career stage, gives feedback on the implementation of new curriculum and indicates strategies for stress management and work–life balance.

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“…Professional development requirements also shifted during the NCLB era, requiring music educators to attend conferences and workshops targeted at improving math and reading scores rather than teaching music (West, 2012). In addition, music teachers experienced added levels of stress after the introduction of increased accountability such as teacher evaluation, changes in teacher tenure, meeting test-based school rating, uncertainty of job security, and increased workload (Shaw, 2016). These systemic changes may have driven music educators to leave the teaching profession.…”

Section: Discussionmentioning

confidence: 99%