Abstract
This survey study seeks to explain the relationships between elementary music teachers' experiences with same-subject induction support and those teachers' feelings of teacher efficacy, experiences of isolation, and job satisfaction. Independent variables came from latent class groupings of same-subject induction support for beginning elementary music teachers. Teacher background variables were also included as controls. Three- and four-step regression models helped provide understanding about how the relative set of predictors--teacher background variables, isolation levels, induction experiences, and interaction terms--predicted the three outcomes. Initial regression analyses showed that the number of years of teaching elementary music predicted efficacy and levels of isolation but did not predict either aspect of job satisfaction. The addition of latent class significantly predicted levels of isolation indicating that latent class meaningfully captured teachers' experiences of isolation representing same-subject connection and access to professional support. Every latent class showed higher isolation levels when compared to Class 1 which represented the highest access to and connections with same-subject mentors, collaboration, and professional training. Interestingly, levels of isolation emerged as a predictor more important than latent class. Adding isolation to the models before latent class improved model fit, significantly predicting elementary music teacher efficacy, professional satisfaction, and working environment satisfaction well beyond teacher characteristics. An isolation-access scale developed for this project contributes reliable and valid measures of resource isolation. This research underscores the importance of same-subject induction support in reducing isolation and in turn improving efficacy and job satisfaction.
Degree
MA
College and Department
David O. McKay School of Education; Teacher Education
Rights
https://lib.byu.edu/about/copyright/
BYU ScholarsArchive Citation
Hickman, Wendy Tams, "Same-Subject Induction Experiences for Elementary Music Teachers: Teacher Efficacy Beliefs, Experiences of Isolation, and Job Satisfaction" (2026). Theses and Dissertations. 11279.
https://scholarsarchive.byu.edu/etd/11279
Date Submitted
2026-05-27
Document Type
Thesis
Permanent Link
https://arks.lib.byu.edu/ark:/34234/q2f25aa4fa
Keywords
beginning teacher induction, professional isolation, teacher efficacy, job satisfaction, elementary music teachers, mentoring, teacher collaboration, teacher professional training, same-subject teachers
Language
english