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Alan J. Gumm, Central Michigan University An Investigation of Relationships between Music Teaching Style and Music Teacher Burnout


The purpose of the present study was to investigate relationships between a balanced variety of effective music teaching approaches and music teacher burnout. Corroboration of factors of burnout outside the classroom has been extensive in the research field, yet previous research of burnout in the classroom supports only general goals of gaining control in the classroom and developing positive student relations toward meaningful learning. Therefore the present investigation focused solely on music teaching styles reportedly used by music teachers to suggest more precise ways to respond to burnout in the classroom.


Subjects (N=735) were music teachers from each state of the U.S. who voluntarily responded to an email invitation to fill out an online survey. The nonrandom sample was distributed unevenly by gender, 40% female and 60% male, and evenly from one to thirty years of experience with fewer in each later career stage up to 40-45 years of experience. Emotional Exhaustion, Depersonalization, and Personal Accomplishment factors of teacher burnout were measured using the Maslach Burnout Inventory for Educators Survey (MTI-ES). Assertive Teaching, Nonverbal Motivation, Time Efficiency, Positive Learning Environment, Group Dynamics, Music Concept Learning, Artistic Music Performance, and Student Independence factors of effective music teaching were measured using the Gumm Music Teaching Style Inventory (MTSI). Principal component factor analysis of MTSI subscale scores isolated teacher-control, positive learning environment, and deep student learning as higher-order factors that match burnout concerns identified in the literature. Backward multiple regression analysis associated Assertive Teaching, Time Efficiency, and Positive Learning Environment (inverse) with Emotional Exhaustion, the same three plus Student Independence (inverse) with Depersonalization, and Assertive Teaching (inverse), Positive Learning Environment, Group Dynamics, and Music Concept Learning with Personal Accomplishment. Music teaching style dimensions accounted for 6%, 10%, and 8% of the variance in MBI-ES subscale scores, respectively. Music teachers with low burnout used specific strategies to develop a positive learning environment--take time to answer student questions, allow students time to thoroughly answer teacher questions, clarify information that students are uncertain about, respond to student fatigue and frustration, support and care about student feelings, and praise and express appreciation for students’ positive efforts. Music teachers with low depersonalization burnout asked students to describe and compare their feelings and viewpoints about music, encouraged creative and imaginative ideas, and used discussion and dialogue in place of one-way lecture. Music teachers with higher feelings of personal accomplishment asked students to recall facts about the music, identify and solve problems in music and performance, and compare different musical examples, and had students work on music alone or in small groups, perform for their peers, make a presentation, or lead the class. Contrary to previous research suggestions, present results imply to avoid asserting the teacher’s control over students and working to efficiently carry out a larger number of music learning tasks, as these were associated with feelings of emotional exhaustion, depersonalization, and low personal accomplishment.


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