%0 Journal Article
%T Music Program Alumni＊s Perceptions of Professional Skills, Abilities, and Job Satisfaction: A Secondary Analysis of the 2011, 2012, and 2013 Strategic National Arts Alumni Project (SNAAP) Survey
%A Jennifer Blackwell
%J Journal of Research in Music Education
%@ 1945-0095
%D 2018
%R 10.1177/0022429418772534
%X The purpose of this study is to compare music studio teachers＊ (n = 622) and K每12 music teachers＊ (n = 976) perceptions of the extent to which their postsecondary education helped them develop selected professional skills and abilities, perceptions of how important those same selected skills and abilities are for teaching, and job satisfaction. Data are from the 2011, 2012, and 2013 administrations of the Strategic National Arts Alumni Project survey. Respondents indicated the following skills were very important to their work: relationship building (Studio: 81.3%; K每12: 75.7%), leadership skills (Studio: 71.6%; K每12: 89.3%), project management (Studio: 65.1%; K每12: 74.8%), persuasive speaking (Studio: 63.4%; K每12: 74.2%), clear writing (Studio: 51.5%; K每12: 63.4%), creative thinking (Studio: 88.7%; K每12: 91.4%), taking feedback (Studio: 78.8%; K每12: 81.2%), broad knowledge and education (Studio: 80.1%; K每12: 91.0%), and critical thinking (Studio: 64.3%; K每12: 76.4%). Fewer than 50% of respondents felt their institutions had helped them develop project management, persuasive speaking, clear writing, and critical thinking skills. The most substantial differences were financial, business, and entrepreneurial skills, indicating that studio teachers perceive these skills as important to their work. Studio teachers were less satisfied with job security but more satisfied with work-life balance than K每12 teachers
%K K每12 teachers
%K studio teachers
%K professional preparation
%K job satisfaction
%K SNAAP
%U https://journals.sagepub.com/doi/full/10.1177/0022429418772534