The purpose of this study was to describe experiences of 12 second-stage music teachers as several themes emerged from a secondary analysis of previously collected written survey and interview data. Participants were previously involved in studies in which they were asked to reflect on their beginning teaching experiences and discuss their music teaching careers in the last 10 years (Conway, 2012a, 2012b). Data from the previous studies were then used in a secondary analysis in which we examined the data through the lens of “career cycle” and “second stage” theory. Experiences in the second stage included: (a) feeling settled; (b) assuming leadership; (c) uncertainty; and (d) seeking new challenges. These are discussed in relation to past research and suggestions for future research are provided.
AckerstromM.JacobssonK.WasterforsD. (2004). Reanalysis of previously collected material. In SealeC.GoboG.GubriumJ. F.SilvermanD. (Eds.), Qualitative research practice (pp. 344–358). London, UK: SAGE.
2.
BakerD. (2005a). Music service teachers’ life histories in the United Kingdom with implications for practice. International Journal of Music Education, 23(3), 263–277.
3.
BakerD. (2005b). Peripatetic music teachers approaching mid-career: A cause for concern?British Journal of Music Education, 22(2), 141–153.
4.
BarnesG. V. (2010). Teaching music: The first year. Bulletin of the Council for Research in Music Education, 185, 63–76.
5.
BrandM. (1983). Stages of a teacher’s career. Music Educators Journal, 69(7), 49–51.
6.
BergJ. H.Charner-LairdM.FiarmanS. E.JonesA.QazilbashE. K.JohnsonS. M. (2005, April). Cracking the mold: How second-stage teachers experience their differentiated roles. Paper presented at the annual conference of the American Educational Research Association, Montréal, Québec, Canada.
7.
ConwayC. M. (2001). Beginning music teacher perceptions of district-sponsored induction programs. Bulletin of the Council for Research in Music Education, 151, 1–11.
8.
ConwayC. M. (2002). Perceptions of beginning teachers, mentors, and administrators regarding preservice music teacher preparation. Journal of Research in Music Education, 50(1), 20–36.
9.
ConwayC. M. (2003). An examination of district-sponsored beginning music teacher mentor practices. Journal of Research in Music Education, 51(1), 372–391.
10.
ConwayC. M. (2008). Experienced music teacher perceptions of professional development throughout their careers. Bulletin of the Council for Research in Music Education, 176, 7–18.
11.
ConwayC. M. (2011). Guest Editor introduction to symposium on music teacher professional development. Arts Education Policy Review, 112(2), 55–59.
12.
ConwayC. M. (2012a). Reflections on “Beginning music teacher perceptions of district-sponsored induction programs”: Ten years later. Bulletin of the Council for Research in Music Education, 193, 63–76.
13.
ConwayC. M. (2012b). Ten years later, teachers reflect on “Perceptions of beginning teachers, their mentors, and administrators regarding preservice music teacher preparation”. Journal of Research in Music Education, 60(3), 324–338.
14.
ConwayC. M. (2015). Beginning music teacher mentor practices: Reflections on the past and suggestions for the future. Journal of Music Teacher Education24(2), 88–102.
DeLorenzoL. (1992). Perceived problems of beginning music teachers. Bulletin of the Council for Research in Music Education, 113, 9–25.
17.
DonaldsonM. L. (2005, April). On barren ground: How urban high schools fail to support and retain newly tenured teachers. Paper presented at the annual conference of the American Educational Research Association, Montréal, Québec, Canada.
18.
DonaldsonM. L.KirkpatrickC. L.MarinellW. H.SteeleJ. L.SzczesiulS. A.JohnsonS. M. (2005, April). “Hot shots” and “principal’s pets”: How colleagues influence second-stage teachers’ experience of differentiated roles. Paper presented at the annual conference of the American Educational Research Association, Montréal, Québec, Canada.
19.
DravesT. (2013). Student teaching: The capstone experience. Journal of Music Teacher Education, 23(1), 50–62.
20.
ErosJ. D. (2009). A case study of three urban music teachers in the second stage of their teaching careers (Unpublished doctoral dissertation). The University of Michigan, Ann Arbor, MI.
21.
ErosJ. (2011). The career cycle and the second stage of teaching: Implications for policy and professional development. Arts Education Policy Review, 112, 65–70.
22.
ErosJ. (2012). Second-stage music teachers’ perceptions of their professional development. Journal of Music Teacher Education, 22(2), 20–33.
23.
ErosJ. (2013). Second-stage music teachers’ perceptions of career development and trajectory. Bulletin of the Council for Research in Music Education, 195, 59–75.
24.
FesslerR.ChristensenJ. C. (1992). The teacher career cycle: Understanding and guiding the professional development of teachers. Needham Heights, MA: Allyn & Bacon.
25.
FiarmanS. E. (2007, April). It’s hard to go back: Career decisions of second-stage teacher leaders. Paper presented at the annual conference of the American Educational Research Association, Chicago, IL.
26.
HancockC. B. (2010, March). Multivariate analysis of public and private school music teachers’ risk for migration, attrition, and turnover. Poster session presented at the 2010 Biennial Music Educators National Conference, Anaheim, CA.
HindsP. S.VogelR. J.Clarke-SteffenL. (1997). The possibilities and pitfalls of doing a secondary analysis of a qualitative data set. Qualitative Health Research, 7(3), 408–424.
29.
HubermanM. (1993). The lives of teachers. New York: Teachers College Press.
30.
KirkpatrickC. L. (2007, April). To invest, coast or idle: Second-stage teachers enact their job engagement. Paper presented at the annual conference of the American Educational Research Association, Chicago, IL.
31.
KruegerP. J. (1999). New music teachers speak out on mentoring. Journal of Music Teacher Education, 8(2), 7–13.
32.
LeithwoodK. A. (1992). The principal’s role in teacher development. In FullanM.HargreavesA. (Eds.), Teacher development and educational change (pp. 86–103). Bristol, PA: Falmer Press.
33.
LortieD. (1975). Schoolteacher: A sociological study. Chicago: The University of Chicago Press.
34.
RobertsB. (1996). Secondary analysis in qualitative research: Thoughts on data obsolescence. Bulletin of the Council for Research in Music Education, 130, 44–151.
35.
SchmidtM. (2008). Mentoring and being mentored: The story of a novice music teacher’s success. Teaching and Teacher Education, 24, 635–648.
36.
SteffyB. E. (1989). Career stages of classroom teachers. Lancaster, PA: Technomic Publishing.
37.
SteffyB. E.WolfeM. P.PaschS. H.EnzB. J. (2000). Life cycle of the career teacher. Thousand Oaks, CA: Corwin Press.
38.
SzaboV.StrangV. R. (1997). Secondary analysis of qualitative data. Advances in Nursing Science, 20(2), 66–74.
39.
SzczesiulS. A. (2007, April). Initiatives and initiative: Second-stage teachers’ assessments of autonomy. Paper presented at the annual conference of the American Educational Research Association, Chicago, IL.
