Music Teacher Stress in the Era of Accountability

Autor/in	Shaw, Ryan D.
Titel	Music Teacher Stress in the Era of Accountability
Quelle	In: Arts Education Policy Review, 117 (2016) 2, S.104-116 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2015.1005325
Schlagwörter	Music Teachers; Music Education; Stress Variables; Accountability; Educational Change; Faculty Workload; Musical Instruments; Teacher Attitudes; Teacher Evaluation; Tenure; Music Activities; Case Studies; Semi Structured Interviews; Michigan + Suchen Sie Ihr Suchwort? Music; Teacher; Teachers; Musiklehrer; Musikerziehung; Verantwortung; Bildungsreform; Musikinstrument; Lehrerverhalten; Teacher appraisal; Lehrerbeurteilung; Amtszeit; Beschäftigungsdauer; Musikalische Aktion; Case study; Fallstudie; Case Study
Abstract	While there is an established body of literature on teacher stress and on the factors that may make music teaching uniquely stressful, there has been little or no research on how the recent era of accountability influences music teacher stress. In this article, I review the literature on music teacher stress and on how accountability reforms may impact this experience of stress. I then detail the findings of an interview-based multiple case study I performed with instrumental music teachers in Michigan. I present the findings through a model of an earthquake (the accountability reforms) and its main shocks/aftershocks (the particular stressors caused or influenced by the reforms). "Main shocks" of the accountability "earthquake" included stress over changes to teacher evaluation, changes to teacher tenure, and the need for the teachers' schools to improve their test-score-based school ratings. "Aftershocks" included intensification from increased workload, a general atmosphere of building-level stress, uncertainty, and a recasting of the significance of large group performance festivals. Finally, stress from the main shocks and aftershocks combined with "normal" job stressors to increase the cumulative experience of stress. Implications for teachers and researchers are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01