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ERIC Number: EJ1069348
Record Type: Journal
Publication Date: 2015-Aug
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0255-7614
Applied Music Studio Teachers in Higher Education: Exploring the Impact of Identification and Talent on Career Satisfaction
Parkes, Kelly A.; Daniel, Ryan; West, Tore; Gaunt, Helena
International Journal of Music Education, v33 n3 p372-385 Aug 2015
The purpose of this study was to explore how highly trained performing musicians, currently working in higher education conservatoires or universities, understand, categorize, and reflect on their identification as a studio music teacher. Using an online survey involving participants (N = 173) across nine western countries, respondents identified how they saw themselves, as performer, teacher, or both. Quantitative items illustrated their beliefs in regard to talent (self-concept) and identification with two domains (teaching and performing), as well as levels of satisfaction in both roles. Results showed that participants held two identities as both teachers and performers, that they felt slightly more talented at teaching, and that they were more satisfied with performing than with teaching. Using regression, the authors documented that identification with being a teacher predicted 41% of the variance in whether studio teachers were satisfied with being a teacher. Performing talent predicted 26% of their satisfaction with being a performer. The findings are significant to music educators because they demonstrate the complexities associated with the interplay between identification with teaching and with performing. Institutional leaders who recruit and employ advanced musicians to teach in the studio should explore this interplay or balance and, where appropriate, put in place mechanisms to support individuals as they navigate through these domains.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Denmark; Finland; New Zealand; Norway; South Africa; Sweden; United Kingdom; United States
Grant or Contract Numbers: N/A