Support for Music Education: A Case Study of Issues Concerning Teacher Retention and Attrition

2002 ◽  
Vol 50 (1) ◽  
pp. 6-19 ◽  
Author(s):  
Clifford K. Madsen ◽  
Carl B. Hancock
Keyword(s):  
Professional Development ◽  
Teacher Retention ◽  
Music Education ◽  
Administrative Support ◽  
Average Rate ◽  
Demographic Data ◽  
College Level ◽  
Retention And Attrition ◽  
Time Specific ◽  
Teacher Retention And Attrition

This study is an investigation of several issues relating to teacher retention and attrition. In the spring of 1995, a questionnaire was sent to 225 certified teachers who had all finished a BME during the past 10 years and graduated from the same university. Results indicated that of the senders of 137 returned responses, 24 (17.5%) had chosen not to teach at that time. Specific questions concerned demographic data including years of teaching, area of specialization, amount of professional development, and especially the degree of perceived support received from administration, school, and parents. Retention of this same sample was investigated 6 years later, indicating that 34.4% of the individuals were no longer teaching at the K-college level, well below the average rate of attrition for teachers in other subject areas. Music teachers remaining in the field in 2001 held more positions prior to 1995 than those no longer teaching and regularly participated in professional development activities. Subjects' comments revealed that personal reasons and administrative support concerns were given as the primary rationale for discontent with the education profession. Analysis of gender patterns revealed that women and men leave the profession at different times during the first 10 years of their careers. Implications for teacher training as well as areas of further research are discussed.

scholarly journals Continuing professional development for college teachers in Bangladesh

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Md. Hafiz Iqbal ◽  
Shamsun Akhter Siddiqie ◽  
Shamsun Naher
Keyword(s):  
Professional Development ◽  
Knowledge Management ◽  
Administrative Support ◽  
Research Work ◽  
Empirical Evaluation ◽  
Continuing Professional Development ◽  
Cluster Sampling ◽  
College Level ◽  
College Teachers ◽  
E Mail

Purpose: Continuing Professional Development (CPD) is a fundamental issue for knowledge management in teaching. Teachers get more benefits from it because of the opportunities for participation in training, workshops, seminars, symposiums, mentoring programs, research work, coaching, and others.  This study explores college teachers’ perceptions about CPD at the college level for knowledge management and lifelong learning and identifies the factors that contribute to designing CPD. Methodology: An organizational case study with mixed methods and a multistage cluster sampling technique were applied to carry out this research. Because of the COVID-19 pandemic, college teachers’ face-to-face appointments were converted to e-mail communication to capture data. Findings: Of the 63 scheduled appointments, 37 (58.73%) respondents sent their responses via e-mail. For proper empirical evaluation, we used the non-parametric Mann–Whitney and Shapiro–Wilk tests. Tested and confirmed result of the study suggested that age, subject, length of service, gender, in-house training, necessary skills, administrative support, networking capacity, and online facility are the important contributors to CPD and knowledge management. Implications of the study: The facts and findings of our study are very important for policymakers and stakeholders to formulate appropriate policies. 

scholarly journals Teacher Retention and Attrition: Views of Early Career Teachers

2013 ◽  
Vol 38 (3) ◽  
Author(s):  
John Buchanan ◽  
Anne Prescott ◽  
Sandra Schuck ◽  
Peter Aubusson ◽  
Paul Burke ◽  
...  
Keyword(s):  
Teacher Retention ◽  
Early Career ◽  
Early Career Teachers ◽  
Career Teachers ◽  
Retention And Attrition ◽  
Teacher Retention And Attrition

Integrating popular music into urban schools: Assessing the effectiveness of a comprehensive music teacher development program

2021 ◽  
pp. 025576142098622
Author(s):  
Hal Abeles ◽  
Lindsay Weiss-Tornatore ◽  
Bryan Powell
Keyword(s):  
Professional Development ◽  
New York ◽  
Music Education ◽  
Popular Music ◽  
Teacher Development ◽  
Development Program ◽  
Music Teacher ◽  
School Year ◽  
Music Program ◽  
K 12

As popular music education programs become more common, it is essential to determine what kinds of professional development experiences that are designed to help teachers include popular music into their music education classrooms are effective—keeping in mind that the inclusion of popular music in K–12 classrooms requires a change not only in instrumentation and repertoire but also pedagogical approaches. This study examined the effects of a popular music professional development initiative on more than 600 New York City urban music teachers’ musicianship, their pedagogy, and their leadership skills throughout one school year. Results revealed increases in all three areas, most notably in teachers’ musicianship. The study also showed an increase in teachers’ positive perceptions about their music programs, specifically, their level of excitement about the state of their music program and that their music program was more effective at meeting their students’ needs than it had been previously.

Professional Development for the Experienced Music Educator: A Review of Recent Literature

2018 ◽  
Vol 37 (3) ◽  
pp. 12-19
Author(s):  
Karen Koner ◽  
John Eros
Keyword(s):  
Professional Development ◽  
Music Education ◽  
Music Teachers ◽  
Recent Literature ◽  
Music Educators ◽  
Initial Examination ◽  
Professional Development Needs ◽  
Emerging Themes ◽  
Teachers Professional Development ◽  
K 12

There is a rich body of literature on professional development in music education, including research that has examined the professional development needs of experienced music teachers specifically. In fact, music teachers’ professional development needs may be affected by their degree of experience in the profession. The purpose of this literature review is to examine scholarship during the period 2007 to 2017 about the professional development needs of experienced K–12 music educators. Initial examination of literature in this area shows two emerging themes, including changing needs throughout the career and informal interactions among music educators, being highly effective.

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