The Perceived Problems of Beginning Music Teachers.

Abstract

The purpose of this study was to identify: (a) the perceived problems of beginning music teachers, and (b) the perceived usefulness of professional assistance offered during the first year of teaching. A 55-item questionnaire was developed and sent to beginning teachers in Pennsylvania and New Jersey. Results indicated that respondents felt reasonably comfortable with most of the teaching skills and responsibilities, with the exception of preparing a budget and continuing musical growth. In addition, music teachers at the secondary level identify recruitment as a concern, whereas general music teachers as well as those with combined areas of responsibility identified content/curriculum issues as problematic. In terms of assistance, beginning music teachers felt that mentor teachers and discussions with experienced colleagues provided greatest support during the first year of teaching. The discipline-specific nature of problems identified in the data suggests that collaboration with experienced music teachers is particularly important for beginning music teachers.

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