Date

5-22-2024

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Samantha Miller

Keywords

West Virginia, Music Teacher, Turnover

Disciplines

Education | Music

Abstract

Although there is much literature related to teacher recruitment and retention, little is applied specifically to music education, and very little focuses on music education within rural school districts like those that are common to West Virginia. Moreover, there is almost no research at all dedicated solely to West Virginia’s unique music teacher retention statistics. Therefore, this study collected data using a survey that was administered to working music teachers in several West Virginia counties. This mixed-method study identified why the music educators chose to stay in their positions. In addition, it also identified reasons that may have made the teachers consider leaving their jobs. These findings were highlighted with the hopes of identifying solutions that can help to alleviate West Virginia’s teacher shortage problem. The survey made use of multiple-choice and open-ended questions. The following factors were examined in the study: school culture/climate, teacher efficacy, administrator approval, teacher mentoring, COVID-19, teacher perceptions of being valued or undervalued, compensation, teaching options, and access to adequate teaching materials, time, and space. Data was also collected from county boards of education to more accurately assess the music teacher turnover rates in the state by determining how many music teachers previously left their jobs over the last year. The study concludes with teacher interviews that provided more insight into teachers’ perspectives. Eight teachers were interviewed in total. Those interviewed included elementary, middle school, and high school music teachers. The teachers interviewed represented the main music concentrations taught in West Virginia, including general music, choir, band, and orchestra.

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