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Roles, expectations, and tension in ...

Scheib, John William.

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Roles, expectations, and tension in the professional life of the school music teacher: A collective case study.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Roles, expectations, and tension in the professional life of the school music teacher: A collective case study./
作者:	Scheib, John William.
面頁冊數:	247 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1286.
Contained By:	Dissertation Abstracts International63-04A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3049467
ISBN:	0493638229

Roles, expectations, and tension in the professional life of the school music teacher: A collective case study.
Scheib, John William.

Roles, expectations, and tension in the professional life of the school music teacher: A collective case study. - 247 p.

Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1286.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2002.

Research has indicated that “role tensions” in the work place can account for an unsatisfactory work experience. Research has not, however, adequately addressed role tension for teachers in music education. The focus of this study is on the roles, expectations, and responsibilities of the school music teacher, and the tension that is created when these roles, expectations, and responsibilities either conflict, overwhelm, dissatisfy, or are unclear. One high school's music department, consisting of four music teachers (one female choir teacher; two male band teachers; and one male orchestra teacher), served as the focus of this study.

ISBN: 0493638229Subjects--Topical Terms:

1017808
Education, Music.

Roles, expectations, and tension in the professional life of the school music teacher: A collective case study.
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245 1 0 $a Roles, expectations, and tension in the professional life of the school music teacher: A collective case study.
300 $a 247 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1286.
500 $a Supervisor: Gerald B. Olson.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2002.
520 $a Research has indicated that “role tensions” in the work place can account for an unsatisfactory work experience. Research has not, however, adequately addressed role tension for teachers in music education. The focus of this study is on the roles, expectations, and responsibilities of the school music teacher, and the tension that is created when these roles, expectations, and responsibilities either conflict, overwhelm, dissatisfy, or are unclear. One high school's music department, consisting of four music teachers (one female choir teacher; two male band teachers; and one male orchestra teacher), served as the focus of this study.
520 $a Data were collected as fieldnotes from observations of the focal subjects in their work setting, transcripts from two interviews per subject lasting 60 minutes each, and artifact analysis gathered from formal and informal documents circulated to staff and students at the school. Data collection took place from September through December 2001. The theoretical foundation of this study is based on the description of occupational role stress by Kahn, et al. (1964) and Beehr (1987), and specifically looks at six role stressors: role conflict, role ambiguity, role overload, underutilization of skills, resource inadequacy, and non-participation.
520 $a Analysis of the data found varying levels of role stress. While role ambiguity and non-participation issues were not of great concern among the participants, issues related to role conflicts, role overloads, underutilization of skills and resource inadequacy were substantial. The burden of tedious administrative responsibilities (underutilization of skills), the constant need for music education advocacy (role overload), conflicts between personal and professional roles (role conflict), and tension created by scheduling conflicts due to the increasingly busy schedules of students (resource inadequacy) were among the most significant stressors. Open coding techniques of data yielded an additional and significant source of stress for the participants: the lack of respect for teachers and for music as a curricular subject within the community and the school.
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