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Abstract
The primary purpose of the study was to compare perceived levels of burnout among music educators by grade level taught, state teaching certification status, and music specialization. The secondary purpose was to examine relationships among perceived burnout, and academic as well as personal variables. Participants for the study were 258 elementary and secondary school music teachers from a state music education association in the northeastern United States. Statistically significant differences were reported based on grade level taught, certification status, and music specialization. Participants who taught a combination of grade levels reported more severe levels of burnout than those who taught elementary, middle, or high school exclusively; beginning teachers reported more severe levels of burnout than more experienced teachers; and those who taught a combination of general, choral, and instrumental music reported more severe levels of burnout than their colleagues who taught general, choral, or instrumental music exclusively. Additionally, for combined participants, moderate relationships were observed among emotional exhaustion, depersonalization, personal accomplishment, and hours per week of teaching, sleeping, relaxing, and working another job.
