Teachers' professional & personal lives after they leave the classroom.

What is it about?

This study examined the retention, attrition, and migration of music teachers in the United States. Music teachers were asked about their careers one year after moving to a different school or leaving teaching altogether. The most important reason teachers cited for leaving and connections between post-teaching career status and a willingness to return to teaching were also examined. Results indicated transferring music teachers experienced numerous improvements to their professional careers, including making a difference in others, working at a school with better operating conditions, and feeling a sense of personal accomplishment, intellectual challenge, and support. Music teachers transferred mainly because of school personnel actions, a desire for a better assignment, and dissatisfaction with administrators and working conditions. Former music teachers experienced improved opportunities for advancement, manageable workloads, and work/life balance. Personal reasons, college enrollment, staffing actions, and retirement were principal motivations for leaving. Only 1% of former music teachers were dissatisfied with teaching as a career compared to 5% of non–music teachers. The willingness of former teachers to return was related to their career status.

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Why is it important?

This study extends a line of research examining teacher attrition and retention in music education using nationally representative data from the Schools and Staffing Survey and Teacher Follow Up Survey. Knowing what happens to teachers after they make a decision to leave the field or change schools can help others determine whether the outcomes of such a decision incur desirable changes in their personal and professional lives.

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