MEANINGFUL PROFESSIONAL LEARNING AND MENTORSHIP AND ITS IMPACT ON THE EFFICACY OF SECONDARY MUSIC EDUCATORS

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dc.contributor.authorAnderson, Neil
dc.date.accessioned2021-06-30T16:43:25Z
dc.date.available2021-06-30T16:43:25Z
dc.date.issued2021-05
dc.description.abstractEducation faces a severe crisis when it comes to the ability to staff every classroom with a highly qualified educator (Darling-Hammond, 2003; Ingersoll & May, 2011; Liu & Johnson, 2006). Teachers who have substantial experience and expertise in their field of study are needed for maintaining stability within the education system. They help optimize student learning by providing supportive learning environments. Unfortunately, research paints a picture that seems quite grim. It is estimated that close to 13% of teachers leave the profession of education within the first five years of their careers (Garcia & Weiss, 2019; Kloss, 2012; Legette, 2013). On a micro level, this issue is magnified within the field of music education. The purpose of this phenomenological study is to explore the relationship between meaningful professional learning and mentorship, and educator self-efficacy, specifically as it relates to attrition and retention in secondary music educators. While advocacy efforts across the country have worked to strengthen the public consciousness about the importance of music in schools, the profession faces a combined program of not just a music teacher shortage, but also an alarming attrition rate. This study used a mixed-methods research design to answer four research questions. Secondary music educators (n = 274) responded to a research survey that inquired about their thoughts on professional learning, their self-efficacy, as well as demographic questions that provided insight into the various geographic regions of California that they each taught. The researcher found that overall, secondary music educators are consistent in their values of meaningful professional learning and its importance within the field of music education. The study also found that music educators feel under supported in their profession, with limited resources available to them for meaningful professional learning opportunities. Both quantitative and qualitative results were combined to focus on the research objectives of this study, as well as determine future recommendations for professional learning opportunities within the field of music education.en_US
dc.identifier.urihttp://hdl.handle.net/11414/3472
dc.language.isoen_USen_US
dc.subjectmusic educationen_US
dc.subjectprofessional learningen_US
dc.subjectmentorshipen_US
dc.subjectteacher attritionen_US
dc.subjectteacher retentionen_US
dc.titleMEANINGFUL PROFESSIONAL LEARNING AND MENTORSHIP AND ITS IMPACT ON THE EFFICACY OF SECONDARY MUSIC EDUCATORSen_US

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