Should I Stay or Should I Go? Factors that Influence the Retention, Turnover, and Attrition of K-12 Music Teachers in the United States

Autor/in	Gardner, Robert D.
Titel	Should I Stay or Should I Go? Factors that Influence the Retention, Turnover, and Attrition of K-12 Music Teachers in the United States
Quelle	In: Arts Education Policy Review, 111 (2010) 3, S.112-121 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
Schlagwörter	Teaching (Occupation); Private Schools; Elementary Secondary Education; Structural Equation Models; Factor Analysis; Music Teachers; Special Needs Students; Labor Turnover; Teacher Persistence; Profiles; Predictor Variables; Public Schools; Comparative Analysis; Regression (Statistics); Disabilities; Teaching Conditions; Music Education; Teacher Salaries; Administrator Role; Job Satisfaction; Age Differences; Teacher Attitudes; United States + Suchen Sie Ihr Suchwort? Teaching; Lehrberuf; Private school; Privatschule; Faktorenanalyse; Music; Teacher; Teachers; Musiklehrer; Sonderpädagogischer Förderbedarf; Charakterisierung; Profilanalyse; Prädiktor; Public school; Öffentliche Schule; Regression; Regressionsanalyse; Handicap; Behinderung; Lehrbedingungen; Unterrichtsbedingungen; Musikerziehung; Lehrerbesoldung; Lehrervergütung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Age; Difference; Age difference; Altersunterschied; Lehrerverhalten; USA
Abstract	The purpose of this study was to construct a profile of K-12 music teachers in the United States and develop a model to predict their retention, turnover, and attrition. Responses to the "Schools and Staffing Survey" from 47,857 K-12 public and private school teachers, including 1,903 music teachers, were analyzed using comparative statistics, factor analysis, logistic regression, and structural equation modeling. Results indicated that music teachers were far more likely than other types of teachers to hold itinerant or part-time positions, and were less likely to receive support for working with special needs students. Music teachers changed teaching positions because of dissatisfaction with workplace conditions and for better teaching assignments. Music teachers left the teaching profession for better salary or benefits, and were generally more satisfied in their new field. Music teachers' perceived level of administrative support had the most prominent influence on both music teacher satisfaction and retention. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10