Research Studies in Music Education Pub Date : 2021-06-06 , DOI: 10.1177/1321103x211009328 Jennifer Anne Robinson
Early-career music teachers are described in the literature as being in the first few years of the profession. This research explores the motivation, sense of value, and areas of stress affecting early-career music teachers in Australian secondary high schools. The research is a part of a larger qualitative study which contains a national survey (n = 263) and interviews (n = 41) of secondary school music teachers across a number of career stages. This article reports on the survey responses (n = 59) and interviews (n = 11) of teachers in the early-career stage (0–5 years). The findings revealed that, while the majority of early-career teachers were motivated to teach, being valued by the school led to a stronger commitment to the workplace. Motivating aspects of work included seeing students grow musically, lesson planning, and providing performance opportunities. While stressors were identified, the early-career music teachers had developed a number of effective strategies to cope with the demands of the profession. This article provides a national snapshot of the influences on the working lives of Australian early-career secondary school music teachers and provides suggestions to school communities and education authorities in ways to support them.
早期职业音乐教师在文献中被描述为从事该职业的前几年。本研究探讨了影响澳大利亚中学早期音乐教师的动机、价值感和压力领域。该研究是一项更大的定性研究的一部分，该研究包含针对多个职业阶段的中学音乐教师的全国调查 ( n = 263) 和访谈 ( n = 41)。本文报告了调查回复 ( n = 59) 和访谈 ( n= 11) 处于职业生涯早期阶段（0-5 岁）的教师。调查结果显示，虽然大多数早期职业教师都有教书的积极性，但受到学校的重视会导致对工作场所的更大承诺。工作的激励方面包括看到学生在音乐上成长、课程计划和提供表演机会。在确定压力源的同时，早期职业音乐教师已经制定了许多有效的策略来应对职业需求。本文提供了对澳大利亚早期职业中学音乐教师工作生活影响的全国概况，并向学校社区和教育当局提供了支持他们的建议。