Sources of Stress for the Public School Music Teacher: Four Case Studies

Abstract

Music educators face the spectrum of stressors that other educa tors experience, hut may also confront additional factors pecu liar to the music teaching environment. The purpose of this study was to identify and explicate those factors which induce stress, impacting the music teacher's attitudes, behaviors, and ulti mately, professional longevity. Four practicing music educators served as case study participants; two males, two females; two secondary teachers, two elementary; two induction-status, two post-induction; two urban, two nonurban; and one in each disci pline, i.e., elementary general music, secondary choral, second ary band, and 5-12 orchestra. The participants were each inter viewed on three consecutive occasions over a period of sixth months, furnishing a wealth of information pertaining to the depth and breadth of the stressors in the school setting. Three categories of stress factors were identified: (1) behaviors and attitudes of students, colleagues, parents, and administra tors; (2) difficulties of program management which negatively impact the music curriculum and offerings; and (3) inadequate preservice preparation for music teaching. The findings suggest that stress appears to be quite pervasive in the music teaching environment, causing teachers to face profound professional dif ficulties. Many educators begin their careers with the anticipation of fac ing a classroom of eager, motivated learners. These teachers are newly equipped with current teaching methods, a composite of musical skills, and recent survival tactics from the student teaching experience. Often they feel they will provide a positive contribution to the edu cational arena through the delivery of a new and vibrant music pro gram for which they are in charge. In reality, they may discover there are many factors impacting the classroom for which they have never been prepared. Lack of awareness, attention, and preparation