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.