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ERIC Number: EJ1085953
Record Type: Journal
Publication Date: 2016-Jan
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0022-4294
Is the Grass Greener? Current and Former Music Teachers' Perceptions a Year after Moving to a Different School or Leaving the Classroom
Hancock, Carl B.
Journal of Research in Music Education, v63 n4 p421-438 Jan 2016
This study is the fourth in a series investigating the retention and turnover of music teachers using nationally representative data from the National Center for Educational Statistics. I identified records for music teachers in the Teacher Follow-Up Survey and determined how they viewed their careers one year after moving to a different school or leaving teaching altogether. The most important reason teachers cited for leaving and connections between post-teaching career status and a willingness to return to teaching were also examined. Results indicated transferring music teachers experienced numerous improvements to their professional careers, including making a difference in others, working at a school with better operating conditions, and feeling a sense of personal accomplishment, intellectual challenge, and support. Music teachers transferred mainly because of school personnel actions, a desire for a better assignment, and dissatisfaction with administrators and working conditions. Former music teachers experienced improved opportunities for advancement, manageable workloads, and work/life balance. Personal reasons, college enrollment, staffing actions, and retirement were principal motivations for leaving. Only 1% of former music teachers were dissatisfied with teaching as a career compared to 5% of non--music teachers. The willingness of former teachers to return was related to their career status.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Schools and Staffing Survey (NCES)
Grant or Contract Numbers: N/A