EXAMINING BURNOUT RELATED TO MUSICAL INSTRUMENT EDUCATION AMONG MUSIC TEACHER CANDIDATES: A CROSS-SECTIONAL STUDY FROM TURKEY

Authors : Merve Zor, Gözde Yüksel

Pages : 3022-3042

Doi:10.51576/ymd.1788249

View : 116 | Download : 134

Publication Date : 2025-12-31

Article Type : Research Paper

Abstract :ABSTRACT One of the most important dimensions of music teacher education is musical instrument education (MIE). In MIE, in addition to instrument-specific techniques and musical behaviors, many dimensions of music education, such as solfege, music theory, musical forms, music history, musical culture, individual vocalization, and collective vocalization, are reconsidered, integrated, implemented, and reinforced with a holistic approach. Therefore, the psychological well-being of prospective music teachers during MIE can impact their professional development. While the concept of burnout has been widely discussed as a negative psychological condition among university students, it has rarely been addressed specifically in the context of individual instrument lessons, which, despite contributing significantly to professional development and being offered as a one-credit semester equivalent in music teaching programs, impose a much heavier workload than it appears with their performance tasks and multidimensional complexity. This study aimed to examine the burnout levels of prospective music teachers studying at six state universities in the Central Anatolia Region of Türkiye (n=331). In the study, which employed a correlational screening model, data were collected using a \\\"Personal Information Form\\\" developed by the researchers and the \\\"Individual Musical Instrument Lesson Burnout Scale\\\" developed by Girgin, 2015. SPSS software was used in data analysis, and descriptive statistics, as well as the Kolmogorov-Smirnov test, the Mann-Whitney U test, and the Kruskal-Wallis H test, were applied. The findings indicate that the overall burnout level is quite low. However, it was determined that the burnout level varies significantly according to variables such as gender, perceived instrument success, communication quality with the teacher, love for the instrument, and a suitable environment for instrument practice.
Keywords : tükenmişlik, müzik öğretmenliği eğitimi, çalgı eğitimi, psikolojik iyi oluş düzeyi, lisans eğitimi

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