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Burnout and self-reported vocal heal...

Hendry, Katherine Lois.

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Burnout and self-reported vocal health among music teachers and other educators.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Burnout and self-reported vocal health among music teachers and other educators./
Author:	Hendry, Katherine Lois.
Description:	160 p.
Notes:	Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1767.
Contained By:	Dissertation Abstracts International62-05A.
Subject:	Education, Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3014770
ISBN:	0493256180

Burnout and self-reported vocal health among music teachers and other educators.
Hendry, Katherine Lois.

Burnout and self-reported vocal health among music teachers and other educators. - 160 p.

Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1767.

Thesis (Ed.D.)--Columbia University Teachers College, 2001.

Burnout has been identified among educators when they are physically and emotionally stressed. The psychologist Herbert Freudenberger first identified the phenomenon of burnout among human services professionals. Social psychologists Christina Maslach and Ayala Pines investigated role-related stress and work overload as causative factors, identifying emotional exhaustion, depersonalization and personal accomplishment as dimensions of this “burnout syndrome.” Due to the vocal requirements of teaching, educators are professional voice users who are more at risk for voice problems than the general population. Music educators add singing to these requirements. Vocal problems impair these teachers' primary tool of communication. This study examined burnout and self-reported vocal health characteristics of vocal music teachers (vocalists and instrumentalists), instrumental music teachers and educators in other fields. <italic>The Maslach Burnout Inventory Form Ed</italic> assessed burnout on its three subscales: Emotional Exhaustion, Depersonalization and Personal Accomplishment. Data on voice usage patterns, professional status and training, voice maintenance behaviors, past and present voice problems, general health, and life style characteristics that can affect vocal health were collected by a Vocal History Survey. Of the sample of 37 teachers, 43% were moderately emotionally exhausted. The vocalists experienced more burnout on the Emotional Exhaustion subscale than instrumentalists teaching vocal or instrumental music. The youngest vocal music teachers were more emotionally exhausted than any other age group. Males scored no higher than females on Depersonalization. Music educators felt less depersonalized and more personally accomplished than controls or a normative sample. Current and past voice problems were prevalent in all groups. Most vocal music teachers and almost half of the instrumental music educators reported speaking and singing problems. One respondent reported no voice problems. No instrumental music educators sought treatment for their voice problems while 29% of the vocal music educators and 25% of the other educators did seek treatment. Implications of greatest concern are the emotional exhaustion levels among young vocal music educators; the frequency of untreated voice problems among instrumental music educators; and the need for vocal hygiene and voice management training for all teachers.

ISBN: 0493256180Subjects--Topical Terms:

1017808
Education, Music.

Burnout and self-reported vocal health among music teachers and other educators.
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500 $a Source: Dissertation Abstracts International, Volume: 62-05, Section: A, page: 1767.
500 $a Sponsor: Harold F. Abeles.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2001.
520 $a Burnout has been identified among educators when they are physically and emotionally stressed. The psychologist Herbert Freudenberger first identified the phenomenon of burnout among human services professionals. Social psychologists Christina Maslach and Ayala Pines investigated role-related stress and work overload as causative factors, identifying emotional exhaustion, depersonalization and personal accomplishment as dimensions of this “burnout syndrome.” Due to the vocal requirements of teaching, educators are professional voice users who are more at risk for voice problems than the general population. Music educators add singing to these requirements. Vocal problems impair these teachers' primary tool of communication. This study examined burnout and self-reported vocal health characteristics of vocal music teachers (vocalists and instrumentalists), instrumental music teachers and educators in other fields. <italic>The Maslach Burnout Inventory Form Ed</italic> assessed burnout on its three subscales: Emotional Exhaustion, Depersonalization and Personal Accomplishment. Data on voice usage patterns, professional status and training, voice maintenance behaviors, past and present voice problems, general health, and life style characteristics that can affect vocal health were collected by a Vocal History Survey. Of the sample of 37 teachers, 43% were moderately emotionally exhausted. The vocalists experienced more burnout on the Emotional Exhaustion subscale than instrumentalists teaching vocal or instrumental music. The youngest vocal music teachers were more emotionally exhausted than any other age group. Males scored no higher than females on Depersonalization. Music educators felt less depersonalized and more personally accomplished than controls or a normative sample. Current and past voice problems were prevalent in all groups. Most vocal music teachers and almost half of the instrumental music educators reported speaking and singing problems. One respondent reported no voice problems. No instrumental music educators sought treatment for their voice problems while 29% of the vocal music educators and 25% of the other educators did seek treatment. Implications of greatest concern are the emotional exhaustion levels among young vocal music educators; the frequency of untreated voice problems among instrumental music educators; and the need for vocal hygiene and voice management training for all teachers.
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