TY - JOUR
T1 - The Workforce Entry and Teaching Responsibilities of New Music Education Graduates
T2 - Evidence From a State Longitudinal Data System
AU - Miller, David S.
N1 - Publisher Copyright:
© National Association for Music Education 2024.
PY - 2024
Y1 - 2024
N2 - The purpose of this study was to investigate Maryland music teacher education program completers’ background and transition into the K–12 public school music teacher (N = 700). Using data from the Maryland Longitudinal Data System between 2008 and 2020, I examined characteristics associated with music teacher employment in the public schools, the job responsibilities of new music teachers, the characteristics of schools in which new music teachers were employed, and how the school in which new music teachers were employed was similar or dissimilar to the high school from which they graduated. Overall, approximately 59% of music education graduates subsequently taught in Maryland K–12 public schools. Most new teachers taught in elementary (60%) or middle schools (30%). Teaching responsibilities of new teachers included general music (59%), chorus (29%), band (26%), and orchestra (22%). Implications for music teacher education and policy recommendations for music teacher shortages are discussed.
AB - The purpose of this study was to investigate Maryland music teacher education program completers’ background and transition into the K–12 public school music teacher (N = 700). Using data from the Maryland Longitudinal Data System between 2008 and 2020, I examined characteristics associated with music teacher employment in the public schools, the job responsibilities of new music teachers, the characteristics of schools in which new music teachers were employed, and how the school in which new music teachers were employed was similar or dissimilar to the high school from which they graduated. Overall, approximately 59% of music education graduates subsequently taught in Maryland K–12 public schools. Most new teachers taught in elementary (60%) or middle schools (30%). Teaching responsibilities of new teachers included general music (59%), chorus (29%), band (26%), and orchestra (22%). Implications for music teacher education and policy recommendations for music teacher shortages are discussed.
KW - curriculum
KW - music education majors
KW - music teacher preparation
KW - music teachers
KW - recruitment
KW - teacher pipeline
KW - teacher shortage
KW - workforce entry
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U2 - 10.1177/10570837241256138
DO - 10.1177/10570837241256138
M3 - Article
AN - SCOPUS:85195664001
SN - 1057-0837
JO - Journal of Music Teacher Education
JF - Journal of Music Teacher Education
ER -