In the spring of 2016, the KMEA Advocacy committee re-administered updated versions of the Impact of Budget Cuts and Job Satisfaction Surveys. The surveys garnered responses from 96 districts (33%) and 200 music educators, respectively.

Budget Cuts/Positions Lost

With our state facing further financial crises, budgets for a majority (61%) of respondent districts remained the same. However, in this past year, eighteen percent reported up to a 10% cut; nine percent reported at 11-25% cut; six percent reported at 26-50% cut; two percent at greater than 50% decrease in budget. The most wide-spread issue reported in association with budgetary issues was loss of music teaching positions and increased teaching responsibilities, which aligns with the findings indicated in the teacher satisfaction survey (see below).

While the cuts to music positions were relatively modest as compared to 2009- 2013, there have been additional cuts since our last survey. Over the course of the past 3 years responding districts have reported an additional loss of 64 positions. These cuts mean we are approaching 600 music positions lost from Kansas' schools over the past 7 years as reported by these surveys. Districts are reporting an increased usage of paraprofessionals, elimination of fine arts supervisors, moving elementary music to classroom teachers, or reducing positions to part-time. Increased levels of stress identified by music teachers are a direct result of cuts, funding challenges, and increased responsibilities and may be an impetus for our music educators to consider leaving the profession. While the two surveys were unique, they revealed many connections based on the educational and economical climate.

Job Satisfaction

Level of job satisfaction remained essentially unchanged since our last survey. Twenty-six percent of the respondents indicated that they were neutral, dissatisfied, or very dissatisfied with the profession. While seventy-four percent remain satisfied, the fact remains that over one quarter is still identifying as being less than satisfied with the profession. It is important to continue pursuing ways to address those who need the help in remaining satisfied in their jobs.

Stressors

To summarize what the survey tells us about why teachers love the profession and remain satisfied, strong school support, a good relationship with the administration, and relevant staff development all contribute to a teacher being satisfied with the profession. Conversely, one significant issue revealed that leads toward dissatisfaction was teacher evaluation based on items unrelated to teaching music. Continued advocacy to guide administrators' effective evaluation of music teacher's effectiveness is essential. As an association, it is also important to help music teachers' focus on developing and maintaining parent, administrative, and community support through effective interaction to diminish the elevation of stressors that effect job satisfaction.

Through further examination of survey data, teachers identified the following as primary contributors to stress in their jobs: scheduling conflicts, students missing for remediation, teaching responsibilities, assessment, funding, and enrollment issues. These were confirmed and expanded upon during Saturday session at the ISW. The remainder of this article examines each of these issues and how they are impacting the job satisfaction of our current music educators.

Scheduling conflicts were reported by 60% of the respondents. When examined by locale, we found that rural (69%) and urban (61%) schools were effected most prominently in this area. Suburban areas (48%) were impacted the least with scheduling conflicts. Scheduling conflicts were reported across all levels from elementary through secondary. While the specific conflicts reported were often unique, the teacher stress remained similar at the core. Teachers perceived the conflicts as a sign of disrespect by counselors or other colleagues.

One specific set of conflicts focused on students missing class for remediation. This stressor was reported with greater prevalence from teachers in the midst of their career (6-19 years experience). Teachers on either end of this spectrum did not report the same level of concern. Those advanced in their careers may have developed sufficient strategies to address the issue through instruction strategies. KMEA should enhance the sharing of approaches to working around such issues in order to assist teachers who are dealing with these challenges while trying to maintain effective instruction. The ESSA policy that suggests pull-outs from music are no longer supported can be used as one tool for advocacy in this area.

The topic of enrollment issues falls under various categories with rural and urban schools reporting the highest level of stress. While increased enrollment was an issue in some instances, teachers reported this from the perspective of increased teacher responsibilities due to fewer teachers teaching the same number of students. Increased teaching responsibilities disproportionally affected urban (75%) schools. Other issues of concern raised under the category of enrollment that were exposed in the ISW Saturday session included International Baccalaureate, Advanced Placement, and Career Pathways causing tough decisions for students. These issues dealt with students who were unable or encouraged not to enroll for music courses. Furthermore, secondary teachers were critical of specific tracks that severely limited students' ability to enroll for music as an elective. In one case, in order for students to enroll for choir and band, one (choir) would to be considered a survey course allowing them to only attend one quarter. At the elementary level, students had to choose music over recess. In another elementary school, students were provided instruments for their first year of study later having to end participation when moving to the next grade level due to a policy against loaning instruments to students in higher-level classes. Overall, it became clear that teacher stress levels are increased when enrollment issues beyond the teacher's control hinders equitable opportunities for students to participate in music. A deeper investigation of these enrollment issues could lead to professional development to help alleviate many of these manageable problems.

A new issue that has appeared in this survey is that of assessment. This issue was raised most often from teachers in small cities (69%) and suburban (63%) districts. Creating assessment to measure student growth appears to be connected with the teacher evaluation practices causing associated apprehensions. This is also a prime opportunity to offer professional development conversations around integrating assessments while incorporating the new Kansas State Music Standards into the classroom.

As a profession, we must remain aware how the changing nature of classroom music and the profession is impacting teachers. It is important for teachers to remain involved with KMEA in order to be heard in order for those in leadership to know how to serve its constituents. Although there is a small percentage of music teachers that report dissatisfaction, a more important finding is that over 45% of the respondents who reported they were satisfied with the profession indicated that they regularly think about leaving the profession. If this is a reflection of Kansas Music Educators, then we must focus on supporting those who are passionate about music teaching and provide appropriate professional development and assistance to retain this population in the profession. Supporting those who are satisfied, and advocating for our profession and retaining the best and brightest should be our primary focus.