The Workforce Entry and Teaching Responsibilities of New Music Education Graduates: Evidence From a State Longitudinal Data System

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Abstract

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.

Original languageEnglish
JournalJournal of Music Teacher Education
DOIs
StateAccepted/In press - 2024

Bibliographical note

Publisher Copyright:
© National Association for Music Education 2024.

Keywords

  • curriculum
  • music education majors
  • music teacher preparation
  • music teachers
  • recruitment
  • teacher pipeline
  • teacher shortage
  • workforce entry

ASJC Scopus subject areas

  • Education
  • Music

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