Discipline in the Music Classroom: One component contributing to teacher stress

Abstract

Classroom management and discipline appear to be preponderant sources of stress (stressors) for educators in terms of students' behaviours, attitudes and lack of motivation for learning. The purpose of this study was (a) to determine if classroom management was stressful for music educators and (b) to identify the particular stressors associated with discipline. The study was a mixed methodology approach with 103 practising music educators participating in the quantitative element and four practising teachers serving as case-study participants for the qualitative component. The findings suggest that management is a prevalent stressor, particularly for men and for teachers in urban schools. The case-study participants suggested that students' apathy, behaviours, attitudes and lack of motivation to learn were pervasive stressors. Because little, if any, pre-service preparation is devoted to classroom management, the teachers are not equipped to deal with management and must learn while on the job. Pre-service preparation could be improved by instituting management classes and practical application of that management coupled with focused training in methodology and pedagogy.