Support for Music Education: A Case Study of Issues Concerning Teacher Retention and Attrition

Madsen, Clifford K.; Hancock, Carl B.

doi:10.1080/10632910209600035

Cited by 34 publications

(56 citation statements)

References 14 publications

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“…Issues related to teacher stress are major problems that music education researchers have identified as having a direct effect on job satisfaction and attrition (Heston et al, 1996;Madsen & Hancock, 2002), with teachers being three times more likely to quit their jobs than individuals in other trained professions (Sandene, 1995). Common experiences reported by music teachers in their early years include feelings of fear, anxiety, isolation, loneliness, and a lack of collegial support (Krueger, 1999(Krueger, , 2000.…”

Section: Mentoring Beginning Teachers In Music Educationmentioning

confidence: 99%

Education: Mentoring and Community through Research

Roulston

Legette²,

Deloach³

et al. 2005

Research Studies in Music Education

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This paper reports findings from a year-long self-study of the development of a music teacher-research group. Analysis of transcripts of audio-recorded talk from group meetings, and individual interviews with group members demonstrates that in spite of obstacles encountered in the process of conducting collaborative work, university educators and elementary music teachers involved described outcomes of the group's work as mutually beneficial. We propose that a teacher-research group involving university educators and K-12 teachers in music education is one form of "professional learning community" (Feiman-Nemser, 2001) that may be used to mentor early career music teachers. More than a "support" group, a teacher-research group designed to develop members' understanding of and abilities to conduct action research will foster professional skills in asking critical questions of classroom practice and seeking evidence-based answers. For teacherresearch groups to contribute to the professional development of music teachers, however, we suggest that they be developed over a substantial period of time, and use a structured framework with specific goals for group members. Ideally, to be sustained and developed over time, such groups would be funded.

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Section: Mentoring Beginning Teachers In Music Educationmentioning

confidence: 99%

Education: Mentoring and Community through Research

Roulston

Legette²,

Deloach³

et al. 2005

Research Studies in Music Education

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show abstract

“…These variables include high school grade point average (LeBlanc, 1971); personality characteristics (Bergee, 1992a;Cutietta & McAllister, 1997); self-concept, empathy, interest in people, flexibility, and creativity (Griffin, 1986); social interaction within ensemble participation (Koutz, 1987); and family influence, peer pressure, gender stereotypes, and future occupational choice (Castelli, 1986;Kourajian, 1982). Madsen and Hancock (2002) examined attrition in relationship to how supported young teachers felt by parents, administrators, and others within their early teaching experience. Madsen and Hancock (2002) examined attrition in relationship to how supported young teachers felt by parents, administrators, and others within their early teaching experience.…”

Section: Music Teachermentioning

confidence: 99%

First Remembrances of Wanting to Become a Music Teacher

Madsen

Kelly

2002

Journal of Research in Music Education

Self Cite

100

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In the study described here, we used an open-ended written essay to identify the factors that lead students to become music teachers. Ninety music education majors were given the instructions to indicate in their own words their earliest remembrances of when they considered becoming a music teacher, including age, place, who was with them, how they felt, their thoughts at the time, and any other aspects they considered important. Essays were analyzed and classified according to these areas of interest; additionally as a more qualitative assessment, total responses were analyzed to discern some of the nuances evidenced in individual responses. Results indicated that the age at which the decision was made and influential people in their lives were the most important factors affecting these subjects' decision to become a music teacher. The decision was vividly remembered, with school music teachers exerting the primary influence. Of the subjects, 76 % decided to become a music teacher before entering a teacher preparatory program. Students who did not decide until they were of college age remained ambivalent about their choice.

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“…However, both of these are mentioned by some of the participants as a third important reason for staying in the profession, and the literature supports this finding (Madsen & Hancock, 2002;Rammer, 2000). School administrators must consistently find ways to recognize and reward quality teachers.…”

Section: Discussionmentioning

confidence: 90%