Music Program Alumni's Perceptions of Professional Skills, Abilities, and Job Satisfaction: A Secondary Analysis of the 2011, 2012, and 2013 Strategic National Arts Alumni Project (SNAAP) Survey

Autor/in	Blackwell, Jennifer
Titel	Music Program Alumni's Perceptions of Professional Skills, Abilities, and Job Satisfaction: A Secondary Analysis of the 2011, 2012, and 2013 Strategic National Arts Alumni Project (SNAAP) Survey
Quelle	In: Journal of Research in Music Education, 66 (2018) 2, S.190-209 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429418772534
Schlagwörter	Music; Music Education; Alumni; Job Satisfaction; Music Teachers; Comparative Analysis; Elementary Secondary Education; Student Teaching; Teacher Education Programs; Musicians; Preservice Teachers; Public Schools; National Surveys + Suchen Sie Ihr Suchwort? Musik; Musikerziehung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Music; Teacher; Teachers; Musiklehrer; Teaching practice; Unterrichtspraxis; Musiker; Public school; Öffentliche Schule
Abstract	The purpose of this study is to compare music studio teachers' (n = 622) and K-12 music teachers' (n = 976) perceptions of the extent to which their postsecondary education helped them develop selected professional skills and abilities, perceptions of how important those same selected skills and abilities are for teaching, and job satisfaction. Data are from the 2011, 2012, and 2013 administrations of the Strategic National Arts Alumni Project survey. Respondents indicated the following skills were very important to their work: relationship building (Studio: 81.3%; K-12: 75.7%), leadership skills (Studio: 71.6%; K-12: 89.3%), project management (Studio: 65.1%; K-12: 74.8%), persuasive speaking (Studio: 63.4%; K-12: 74.2%), clear writing (Studio: 51.5%; K-12: 63.4%), creative thinking (Studio: 88.7%; K-12: 91.4%), taking feedback (Studio: 78.8%; K-12: 81.2%), broad knowledge and education (Studio: 80.1%; K-12: 91.0%), and critical thinking (Studio: 64.3%; K-12: 76.4%). Fewer than 50% of respondents felt their institutions had helped them develop project management, persuasive speaking, clear writing, and critical thinking skills. The most substantial differences were financial, business, and entrepreneurial skills, indicating that studio teachers perceive these skills as important to their work. Studio teachers were less satisfied with job security but more satisfied with work-life balance than K-12 teachers. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01