Electronic Theses and Dissertations

Date

2023

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Department

Music

Committee Chair

Josef Hanson

Committee Member

Ryan A Fisher

Committee Member

Charise Gulosino

Committee Member

Emily Frizzell

Abstract

In January 2022, music teacher shortages accounted for eight percent of all vacancies in U.S. school systems. After emerging from COVID-19 lockdowns, many education stakeholders began to reconsider the ways in which teaching and learning have shifted. By committing to a strong understanding of teacher self-efficacy and empowerment, administrators and stakeholders would better safeguard teachers from leaving the profession. Therefore, I examined whether music educators’ professional characteristics and school type impact teacher self-efficacy and empowerment. Participants in this study consisted of K-12 music teachers (n = 78) within Mississippi, Tennessee, and Arkansas schools. The questionnaire incorporated previously-validated measures of teacher self-efficacy and empowerment. I used multivariate statistical analyses to determine if teachers’ professional characteristics and school type (traditional public, private, and charter) predicted self-efficacy and empowerment in the classroom. I found that gender, race, school type, and educational attainment were not strong predictors of teachers’ self-efficacy. However, experience level was a strong predictor of teachers’ self-efficacy. Also, I found that none of the variables strongly predicted teachers’ perceived empowerment. Therefore, I suggested prospective research areas in which teacher empowerment and self-efficacy beliefs in music education could be investigated. Keywords: charter school music, teacher self-efficacy, empowerment, self-determination, school culture, teacher retention

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest

Notes

Open Access

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