ERIC Number: EJ1165824
Record Type: Journal
Publication Date: 2018-Feb
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1057-0837
EISSN: N/A
Tenure and Promotion Experiences of Music Teacher Educators: A Mixed-Methods Study
Pellegrino, Kristen; Conway, Colleen M.; Millican, J. Si
Journal of Music Teacher Education, v27 n2 p82-99 Feb 2018
To examine music education faculty members' promotion and tenure experiences, we interviewed (N = 9) and surveyed (N = 124) music teacher educators (MTEs) who were pretenure or tenured within the past 3 years. Findings highlighted MTE's perceptions of evaluative criteria and standards, mentoring programs and experiences, professional identity, and work-life balance. We found that MTEs valued three aspects of their professional identity: teacher educator, researcher, and musician, although most reported that music activities did not count as scholarly activities. We also found that MTEs need multiple mentors: someone familiar with institutional tenure policy and expectations and MTEs within and/or outside of the same institution. MTE survey respondents (70%) reported feeling stress related to the tenure process. Male respondents were more likely to feel satisfied (63%) with the balance of teaching, research, and service than female respondents (33%), and more likely to feel satisfied with the balance achieved between personal life and professional life (57%) than their female counterparts (36%).
Descriptors: Tenure, Music Teachers, Faculty Promotion, Music Activities, Teacher Educators, College Faculty, Professional Identity, Gender Differences, Teacher Attitudes, Mentors, Standards, Evaluation Criteria, Researchers, Musicians, Teacher Surveys, School Policy, Stress Variables, Faculty Workload, Family Work Relationship, Mixed Methods Research, Semi Structured Interviews
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A