Second-Stage Music Teachers’ Perceptions of Career Development and Trajectory

The purpose of this study was to investigate the career development of three music teachers who are in the second stage of their teaching careers. Using research on both the teacher career cycle and the second stage of teaching, the participants were identified as second-stage teachers. The study employed a qualitative methodology that used a descriptive case study design (Merriam, 1998). The primary research questions were (a) how do participants perceive their career development from the first into the second stage, and (b) how do they anticipate their career trajectory through and beyond the second stage? Findings indicated that the participants perceived a transition from a first to a second stage, had different degrees and areas of self-confidence, were uncertain about their futures in music education, and were concerned about experiencing withdrawal from teaching. This study has implications for professional development, induction, and the retention and attrition of music teachers. Suggestions for further research are also included.