Music Teacher Role Stress: A Structural Equation Model

Autor/in	Taft, Seth A.
Titel	Music Teacher Role Stress: A Structural Equation Model
Quelle	In: Journal of Research in Music Education, 71 (2023) 3, S.264-282 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Taft, Seth A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/00224294221134538
Schlagwörter	Music Teachers; Stress Variables; Teacher Role; Relationship; Experience; Role Conflict; Ambiguity (Context); Predictor Variables; Difficulty Level; Skills; Resources; Locus of Control; Secondary School Teachers + Suchen Sie Ihr Suchwort? Music; Teacher; Teachers; Musiklehrer; Lehrerrolle; Wechselbeziehung; Erfahrung; Rollenkonflikt; Prädiktor; Schwierigkeitsgrad; Skill; Fertigkeit; Betriebsmittel; Hilfsmittel
Abstract	Teaching music can be very stressful. The music education literature includes investigations of sources of stress and suggestions for stress relief, although it lacks a consistent underlying conceptual framework for stress. Role stress--a framework for understanding stress related to workplace dynamics--has the potential to provide structure while accounting for the nuance and complexity of organizations. The purpose of this study was to adapt and develop psychometrically sound questionnaires and then collect data to test a model to determine relationships among role stressors, role stress, and other variables of interest. Participants (N = 1,576) responded to items related to six hypothesized role stressors, specialization and teaching loads, holding multiple jobs, years taught, job satisfaction, organizational commitment, and intent to leave the current job. I analyzed the data using descriptive statistics, factor analysis, and structural equation modeling. Key findings included (a) strong relationships among role stress and negative occupational outcomes, (b) confirmation of four known role stressors but nonseparation of role conflict and role ambiguity in statistical models, and (c) weak relationships between role stress and model covariates (years teaching, within-specialization teaching, and having multiple jobs). These results have implications for current and prospective secondary music teachers, music teacher educators, and school administrators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01