Piano Teachers’ Job Satisfaction in Music Schools in the Republic of Croatia
This is the first major research targeting a specific group of teachers, shaped with the idea of gathering empirical indicators of piano teachers’ job satisfaction. More than half of music schools’ piano teachers
participated (N=253) from all the counties of the Republic of Croatia. The results have shown that piano teachers are moderately satisfied, that there are no differences when it comes to gender, nor with the type of school where they teach. Teachers with more years of experience are more satisfied with their work, similar to teachers who have advanced in their professional area. The results can contribute to improving teaching practice and effectiveness, with the further outcome being pupils achieving higher educational attainments.
Akram, M., Malik, M., I., Sarwar, M., Anwer, M. and Ahmad, F. (2015). Relationship of Teacher Competence with Professional Commitment and Job Satisfaction at Secondary Level. Ayer, 4, 58–70.
Alini Mat Ali, S., Azzah Said, N., Yunus, N. M., Abd Kader, S. F., Ab Latif, D. S. and Munap, R. (2014). Hackman and Oldham’s Job Characteristics Model to Job Satisfaction. Procedia - Social and Behavioral Sciences, 129, 46–52.
Arifin, M. H. (2015). The Influence of Competence, Motivation, and Organisational Culture to High School Teacher Job Satisfaction and Performance. International Education Studies, 8 (1), 38–45.
Blackwell, J. (2018). Music Program Alumni’s Perceptions of Professional Skills, Abilities, and Job Satisfaction: A Secondary Analysis of the 2011, 2012, and 2013 Strategic National Arts Alumni Project (SNAAP) Survey. Journal of Research in Music Education, 66 (2), 190–209. doi:10.1177/0022429418772534
Brnad, A. Stilin, A. and Tomljenović, LJ. (2016). Istraživanje motivacije i zadovoljstva zaposlenika u Republici Hrvatskoj. Zbornik Veleučilišta u Rijeci, 4 (1), pp. 109–122.
Bryant III, R. L. (2012). Predictors of instrumental music teacher job satisfaction. Unpublished doctoral thesis. Atlanta: Mercer University, Tift College of Education.
Burwell, K., Carey, G. and Bennett, D. (2017). Isolation in studio music teaching: The secret garden. Arts & Humanities in Higher Education, 18 (4), pp. 372–394.
Carey, G. and Grant, C. (2014). Teachers of instruments, or teachers as instruments? From transfer to transformative approaches to one-to-one pedagogy. In G. Carruthers (Ed.), Proceedings of the 20th International Seminar of the ISME Commission on the Education of the Professional Musician (p. 42–53). ISME. https://research-repository.griffith.edu.au/bitstream/handle/10072/66451/96756_1.pdf?sequence=1&isAllowed=y (23. 2. 2015).
Chamundeswari, S. (2013). Job Satisfaction and Performance of School Teachers. International Journal of academic Research in Business and Social Sciences, 3(5), pp. 420–428.
Chmurzynska, M. (2009). Self-Efficacy of Piano Teachers' [sic] of Specialized Music School. In J. Louhivuori, T. Eerola, S. Saarikallio, O. Himberg, E. and Päivi-Sisko (Ed.), 7th Triennial Conference of European Society for the Cognitive Sciences of Music ESCOM 2009 (p. 44–51). Finland: University of Jyväskylä.
Chmurzynska, M. (2012). How (not) to discourage youngsters from playing the piano. On bad and good piano teaching. Procedia – Social and Behavioral Sciences, 45, pp. 306–317.
Creech, A. and Gaunt, H. (2012). The changing face of individual instrumental tuition: Value, purpose and potential. In McPherson, G. and Welch, G. (Ed.), The Oxford Handbook of Music Education (p. 694–711). Oxford: Oxford University Press.
Davidson, J. W. and Jordan, N. (2007). “Private teaching, private learning”: An exploration of Music Instrument Learning in the private studio, junior and senior conservatories. In L. Bresler (Ed.), International Handbook of Research in Arts Education (p. 729–744). New York: Springer-Verlag.
Davidson, J. W., Moore, D. W., Sloboda, J. A. and Howe, M. J. A. (1998). Characteristics of Music Teachers and the Progress of Young Instrumentalists. Journal of Research in Music Education, 46 (1), 141–160.
Figueiredo, E. A. de F. (2019). Associations between training, employment, and motivational styles of Brazilian instrumental music teachers. International Journal of Music Education, 37 (2), 198–209. doi: 10.1177/0255761419839170
Franceschi, I. and Reić Ercegovac, I. (2017). Zadovoljstvo, kompetentnost i izvori stresa kod učitelja klavira. Tonovi, 69 (32)1, 84–93.
Gaunt, H. (2011). Understanding the one-to-one relationship in instrumental/vocal tuition in Higher Education: comparing student and teacher perceptions. British Journal of Music Education, 28 (2), pp. 159–179.
Gkolia, A., Belias, D. and Koustelio, A. (2014). Teacher’s Job Satisfaction and Self-Efficacy: A Review. European Scientific Journal, 10 (22), 321–342.
Hancock, C. B. (2008). Music Teachers at Risk for Attrition and Migration. Journal of Research in Music Education, 56 (2), 130–144. doi:10.1177/0022429408321635.
Hanken, I. M. (2008). Teaching and learning music performance: The Master Class. Musiikkikasvatus, The Finnish Journal of Music Education, 11 (1-2), 26–36. Downloaded from: https://helda.helsinki.fi/bitstream/handle/10138/156571/FJ MEvol11nro1%2B2_sivut.pdf?sequence=1 (1. 2. 2018).
Herzberg, F., Mausner, B. and Snyderman, B. B. (1959). The Motivation to Work. New York: John Wiley & Sons.
Ho, C. L. and Au, W. T. (2006). Teaching Satisfaction Scale Measuring Job Satisfaction of Teachers. Educational and Psychological Measurement, 66(1), 172–185.
Hyry-Beihammer, E. K. (2010). Master-apprentice relation in music teaching: From a secret garden to a transparent modelling. Nordic Research in Music Education. 12, 161–178.
Jamaludin, J and Mohd Ghazali, G. (2012). Job satisfaction among secondary music teachers in Malaysia. Malaysian Music Journal, 1 (2), 72–86.
Judge, T. A., Locke, E. A., Durham, C. C. and Kluger, A. N. (1998). Dispositional effects on job and life satisfaction: The role of core evaluations. Journal of Applied Psychology, 83, 17–34.
Jurčec, L. and Rijavec, M. (2015). Work orientations and well/ill-being of elementary school teachers. In S. Opić and M. Matijević (Ed.), Nastava i škola za net generacije: unutarnja reforma nastave u osnovnoj školi (p. 100–110). Zagreb: Učiteljski fakultet Sveučilišta u Zagrebu.
Kapun, S., Kešina, K. and Čagran, B. (2009). Zadovoljstvo učiteljev z delovno situacijo. Revija za elementarno izobraževanje, 2(2-3), 137–144.
Kavčič Pucihar, A. and Rotar Pance, B. (2017). Individualni pouk in načini poučevanja učiteljev flavte na posameznih učnih stopnjah v glasbeni šol. Revija za elementarno izobraževanje, 10(4), 399–416.
Koludrović, M., Jukić, T. and Reić Ercegovac, I. (2009). Sagorijevanje na poslu kod učitelja razredne i predmetne nastave te srednjoškolskih učitelja. Život i škola, 22(2), 235– 249.
Mackworth-Young, L. (1990). Pupil-Centered Learning in Piano Lessons: An Evaluated Action Research Programme Focusing on the Psychology of the Individual. Psychology of Music, 18, 73–86.
Madsen, C. K. and Hancock, C . B . (2002). Support f or music e ducation: A c ase study of issues concerning teacher retention and attrition. Journal of Research in Music Education, 50 (1), 6–19.
Manturzewska, M. (1990). Life-Span Development of Musicians. Psychology of Music, 18,112–139.
Mills, J. (2004a). Conservatoire Students as Instrumental Teachers. Bulletin of the Council for Research in Music Education, 161 (2), 145–154.
Mills, J. (2004b). Working in Music: Becoming a Performer-Teacher. Music Education Research, 6(3), 245–261.
Morgan, M. and O'Leary, M. (2004). A Study of Factors Associated with the Job Satisfaction of Beginning Teachers. The Irish Journal of Education / Iris Eireannach an Oideachais, 35, 73–86.
Copyright (c) 2020 Mirna Sabljar, Siniša Opić, Jasna Šulentić Begić
This work is licensed under a Creative Commons Attribution 4.0 International License.