"I could withdraw completely. There was no need for me at all" - A diary study about job satisfaction and professionalization with teachers of instrumental group instruction

Abstract

This study with five instrumental teachers examined job satisfaction during the process of acquiring group instruction skills. Participants were novice group instructors in a Swiss community music school. Following an action research paradigm we developed a structured diary which the teachers used to record and reflect on their lessons during a two-year period. Based on the two-factor model by Herzberg et al. (1959/1993) we identified several factors as contributing to job satisfaction/dissatisfaction. Sources of job satisfaction were teaching-immanent social (recognition) and personal (advancement) factors. Dissatisfaction was related to external factors (working conditions, lack of respect for group instruction) and the actual classroom situation (teachers’ lack of competence to deal with group, self doubts). Areas where teachers experienced a growth in expertise were: awareness of learning processes,  classroom management, and pacing and motivation of the group). A key role for job satisfaction and professionalization emerged from the student-guided parts of the lesson in which the teacher was no longer actively involved in the lesson but acted as an onlooker or – if necessary – mediator. This way, the teachers had the opportunity to watch their students´ musical learning from a different perspective and refine their perceptual skills. Their new role was experienced as a chance for personal and professional growth and associated with high levels of job satisfaction. On the other side, student-guided parts of the lessons could also turn into a great source of frustration for the inexperienced teachers when group dynamics became uncontrollable. The challenge was to learn to cope with difficult situations and channel group dynamics into a more productive direction. Teachers reported that the use of diaries and supervision by colleagues were helpful means to assist their skill building. The case studies documented that professionalization in group instruction varied according to person and situation and consisted in establishing an individual teaching profile in accordance with the instructor’s strengths and weaknesses. Despite the great challenge associated with taking up group instruction participants experienced opportunities of personal growth and increased job satisfaction.

Keywords: Group instruction, job satisfaction, music teachers, expertise