| dc.description.abstract | The study looked into the job satisfaction, professional self- concept and career choice motives of music teachers. The query was presented to all those studying in or graduated from special music education programmes in 1988. The reply percentage was 78 (N=86). The replies concerning general job satisfaction were compared with material gathered in 1981 (N=116). The theoretical frame of reference was based on theoretical structures emphasizing the content and importance of the work. The triangulation method was applied to approach the same area with different methods. Means, distributions, histograms and various multivariate analyses were applied. 20 students were interviewed to obtain in-depth data. 72%o of the upper level comprehensive school teachers were satisfied or very satisfied with their work (N=163). 74% of the special education graduates are working as upper level comprehensive or senior secondary school music teachers. Job satisfaction factors explained 50% of the overall satisfaction variance. The best explanatory factors were undisturbed working conditions, the work load and the enthusiasm and interest of pupils. Comparisons between upper level comprehensive school teachers with different educational backgrounds revealed that the music teachers graduated from special education Programmes showed the most satisfaction with most sub-sectors. They expressed the most satisfaction with "ability to get along with the pupils" and the "chance to do independent work". This group could also make the best use of its abilities and skills in instruction. Some of the factors causing dissatisfaction were the number of lessons, the difficulty of providing diversified instruction and salary vs. educational competence. The central motives of music teachers' career choice have to do with the subject itself, i.e. music. The most influential motive variables were related to the desire or need to study music in depth. Improving one's own skill was seen as a means for providing richer music instruction. The acquisition of formal competence was another central motive. The career choice factors (5) explained 35% of the variance. Career choice predictors explained at best some 20-25% of overall job satisfaction. The special education group listed largely the same disadvantages as the teachers who replied to the query in 1981. However, undisturbed working conditions and motivation problems were not brought forward by the special education group. The initial difficulties in a teacher's work became the most prominent factor in the interviews. When it came to playing skills, free accompaniment was given a central status and the skill of playing light music was underlined. The students opting for special music education had made a fairly conscious career choice. They had developed an understanding of the work and the skills and tasks involved in the course of their previous studies and work experience. The interviewees emphasized the importance of a pragmatic approach in good music instruction. | en |
