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• W2507163691 abstract "IntroductionEducators and researchers have addressed the topics of teacher stress and burnout for more than thirty years (e.g., Byrne, 1999; Gold & Roth, 2003; Hamann, 1986; Hedden, 2005; Maslach, Jackson, & Schwab, 1986). These issues are particularly acute for current music teachers as they respond to initiatives such as Common Core Standards in English Language Arts and Math, increasing scrutiny regarding annual evaluation, and changes in certification requirements such the Pearson Teacher Performance Assessment (edTPA) while simultaneously facing fiscal challenges that have resulted in elimination of teaching positions and shifts in responsibilities (National Association for Music Education, 2015).Gold and Roth (2003) defined stress as condition of disequilibrium within the intellectual, emotional, and physical state of the individual; it is generated by one's perceptions of a situation, which result in physical and emotional reactions (p. 17). They stated that most teachers experience moderate levels of stress on a fairly regular basis, and that good stress, or eustress, can actually be a positive component of teaching. However, when perceptions spin out of control, or when challenges become too intense, negative stress, or can lead to burnout. According to Vandenberghe and Huberman (1999), burnout is crisis of overworked and disillusioned human service workers (p. 1). This syndrome has been extended to members of the teaching profession and has been categorized into three distinct components; emotional exhaustion, depersonalization, and reduced personal accomplishment (Maslach, Jackson, & Leiter, 1996).Byrne (1999) conducted a review of research literature regarding teacher burnout to determine contributions of background, organizational, and personality variables. Regarding background variables, she found that younger teachers tended to report higher levels of emotional exhaustion than older teachers, and that high school teachers reported greater levels of overall burnout than elementary and middle school teachers. Regarding organizational variables, she found that role conflict, role ambiguity, work overload, and classroom climate contributed to teacher burnout. Finally, personality variables including locus of control and self-esteem were related to teacher burnout.Other researchers have conducted studies specifically related to teachers of music. Conway, Micheel-Mays, and Micheel-Mays (2005) shared experiences of two early-career music teachers and found that challenges included lack of time, exhaustion, feelings of isolation, need for validation, lack of job security, and need for personal reflection. Similarly, Sindberg and Lipscomb (2005) investigated professional isolation among 36 music teachers and found that, while differences were not observed based on school setting (urban, rural, or suburban), less experienced teachers reported more feelings of isolation than teachers with at least 10 years of experience. They also found that many participants desired more contact with other teachers of music, and that in some cases, isolation resulted in burnout and job resignation. Hedden (2005) conducted a longitudinal investigation of stress among 62 music educators. While she did not observe differences based on gender or school setting (urban or nonurban), she did find that participants indicated less stress after a seven-year period. Specifically, she found improvements in how participants negotiated time management, work-related stressors, professional distress, and discipline and motivation, and suggested that teachers may be able to better manage stress as a result of maturation and teaching experience.More recently, Bernhard (2006) compared perceived levels of burnout among 286 teachers by grade level taught, state teaching certification status, and music specialization. While no significant differences in burnout were reported based on grade level taught, beginning teachers reported higher levels of burnout than more experienced teachers, and those who taught both general/choral and instrumental classes reported higher levels of depersonalization and lower levels of personal accomplishment than their colleagues who taught general/choral or instrumental music exclusively. …" @default.
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• W2507163691 title "Investigating Burnout among Elementary and Secondary School Music Educators: A Replication" @default.
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