Applied Music Studio Teachers in Higher Education: Exploring the Impact of Identification and Talent on Career Satisfaction

Autor/inn/en	Parkes, Kelly A.; Daniel, Ryan; West, Tore; Gaunt, Helena
Titel	Applied Music Studio Teachers in Higher Education: Exploring the Impact of Identification and Talent on Career Satisfaction
Quelle	In: International Journal of Music Education, 33 (2015) 3, S.372-385 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761415581281
Schlagwörter	Foreign Countries; Music; Music Teachers; Musicians; Identification (Psychology); Online Surveys; Teacher Surveys; Statistical Analysis; Teacher Attitudes; Self Concept; Regression (Statistics); Satisfaction; Socialization; Qualitative Research; Musical Instruments; Correlation; Predictor Variables; Australia; Denmark; Finland; New Zealand; Norway; South Africa; Sweden; United Kingdom; United States + Suchen Sie Ihr Suchwort? Ausland; Musik; Music; Teacher; Teachers; Musiklehrer; Musiker; Statistische Analyse; Lehrerverhalten; Selbstkonzept; Regression; Regressionsanalyse; Zufriedenheit; Socialisation; Sozialisation; Qualitative Forschung; Musikinstrument; Korrelation; Prädiktor; Australien; Dänemark; Finnland; Neuseeland; Norwegen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Schweden; Großbritannien; USA
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01