K–12 Music Educator Job Satisfaction in the United States
Bibliographic Data
| ID | 7693720 |
|---|---|
| Authors | Brian P Shaw (0000-0002-6152-6001, Indiana University, corresponding author) |
| Year | 2025 |
| Issue | 244 |
| Pages | 48-67 |
| Publication date | 2025-04-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Bulletin of the Council for Research in Music Education (JOURNAL) |
| Journal identifiers | ISSN: 0010-9894 • E-ISSN: 2162-7223 |
| Publisher | University of Illinois Press (PUBLISHER • US) |
| DOI | 10.5406/21627223.244.03 |
| OpenAlex | W4412629327 |
| Language | EN |
| References cited | 40 |
The purpose of this study was to better understand the level and predictors of kindergarten through 12th grade (K–12) music educator job satisfaction in the United States. Drawing on data from the National Teacher and Principal Survey of 2015–2016, I identified a nationally representative sample of approximately 1,200 U.S. music teachers, representing a population of ≈127,000. Overall, U.S. music teacher job satisfaction was high, with 84.97% of elementary music educators and 89.38% of secondary music educators strongly or somewhat agreeing that they were “generally satisfied” with their teaching positions. Logistic regression models revealed that the proportion of students eligible for the National School Lunch Program, the proportion of students identified as Black, Brown, Indigenous, and Asian, and the school's locale had significant effects on job satisfaction. Using structural equation modeling, I identified a well-fitting measurement model and illustrated the effects of perceived administrative support, working conditions, salary satisfaction, and other variables
Job satisfaction · Music education · Pedagogy · Diverse Music Education Insights · Early Childhood Education and Development · Psychology · Social Psychology · Teacher Education and Leadership Studies
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| Highly cited | No |
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