Role Stress in the Professional Life of the School Music Teacher: A Collective Case Study
Role Stress in the Professional Life of the School Music Teacher: A Collective Case Study
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学校音乐教师职业生活中的角色压力：集体案例研究
DOI：
10.2307/3345846
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发表时间：
2003
影响因子：
1.4
通讯作者：
John W. Scheib
中科院分区：
文献类型：
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作者：
John W. Scheib
本文的理论框架基于 Kahn、Wolfe、Quinn 和 Snoek (1964) 以及 Beehr (1987) 对职业角色压力的描述。本研究检查了六种角色压力源：角色冲突、角色模糊、角色超载、技能利用不足、资源不足和不参与。美国中西部一所高中的音乐系由四名音乐教师组成，是该研究的重点。数据以现场观察记录、访谈记录和文件分析的形式收集。虽然角色模糊和不参与问题并不是参与者非常关心的问题，但与角色冲突、角色超载、技能利用不足和资源不足相关的问题却很严重。繁琐的行政责任负担（技能利用不足）、对音乐教育宣传的持续需求（角色超载）、个人和专业角色之间的冲突（角色冲突）以及学生日益繁忙的日程安排冲突造成的紧张（资源不足）是最重要的压力源。
The theoretical framework of this article is based on the description of occupational role stress by Kahn, Wolfe, Quinn, and Snoek (1964) and Beehr (1987). The present study is an examination of six role stressors: role conflict, role ambiguity, role overload, underutilization of skills, resource inadequacy, and nonparticipation. One midwestern high school's music department in the United States, consisting of four music teachers, served as the study s focus. Data were collected as field notes from observations, transcripts from interviews, and document analysis. While role ambiguity and nonparticipation issues were not of great concern among the participants, issues related to role conflicts, role overloads, underutilization of skills, and resource inadequacy were substantial. The burden of tedious administrative responsibilities (underutilization of skills), the constant need for music education advocacy (role overload), conflicts between personal and professional roles (role conflict), and tension created by scheduling conflicts due to the increasingly busy schedules of students (resource inadequacy) were among the most significant stressors.