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作者 Sumpter, Teresa Lynn
書名 Professional status and the independent piano teaching occupation: A study and analysis of demographics, training, business policies, and studio practices
國際標準書號 9780549827108
book jacket
說明 269 p
附註 Source: Dissertation Abstracts International, Volume: 69-09, Section: A, page: 3491
Advisers: Michael Raiber; Jane Magrath
Thesis (Ph.D.)--The University of Oklahoma, 2008
The purpose of this study is to establish a profile of independent piano teachers and to investigate the professional status of the independent piano teaching occupation based on a sociological model. Data for this study were collected by means of an online survey that sought information on demographics, professional credentials, training, professional activities, instructional activities/materials, studio policies, business policies, and career satisfaction. Of the 2,400 independent teachers who were asked to complete the survey, 289 usable responses were received and utilized in analysis of the data
The typical independent piano teacher in this study is female, over 55 years of age, lives in a community of 100,000 people or less, teaches at home, works part-time an average of 17.5 hours per week, and has a studio of 27 students. This teacher, who makes $22,684 a year, works 11 months out of the year and does not provide her household's primary source of income, but states that independent piano teaching is her principal occupation
In comparison with piano teachers in 1986 (Wolfersberger, 1986) the teacher in this 2008 study is approximately 12 years older, has studied piano 5 more years, and makes almost double what the 1986 teacher made, both in terms of hourly rates and yearly income. She works a little longer each year (11 months instead of 10.5) and puts in, on average, 4 more hours of work per week. She is also much more involved in professional organizations than her 1986 counterparts and has a higher level of career satisfaction
The Attribute Model, which has been used by sociologists to evaluate occupations' professional status for 75 years, is utilized to assess the professional status of independent piano teachers. This model emphasizes the possession of a specialized body of knowledge, a standardized course of training to impart this knowledge, testing of applicants followed by the granting of a license to practice, a monopoly over a field of work, and collegial instead of hierarchical control. Based on this model the independent piano occupation is not a true profession
The Attribute Model is then assessed as to its suitability in evaluating the independent piano teaching occupation's professional status. Of primary concern is that the traditional model excludes all people in occupations who are motivated not by money and power, but a sense of mission or calling
A new professional model, based on the work of Froehlich (2007) in conjunction with Music Teachers National Association code of ethics, is created. The new three-attribute model emphasizes a mission-based approach to professional status centered on a teacher's control of who, what, when, where, and how he or she teaches, and a commitment to students, colleagues, and the community in which he or she works as well as the larger national population of piano teaching professionals. Professional status is achieved by the independent piano teaching occupation when it is evaluated using this new model
School code: 0169
Host Item Dissertation Abstracts International 69-09A
主題 Music
Education, Music
0413
0522
Alt Author The University of Oklahoma. School of Music
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