%0 Journal Article
%T Tenure and Promotion Experiences of Music Teacher Educators: A Mixed
%A Colleen M. Conway
%A J. Si Millican
%A Kristen Pellegrino
%J Journal of Music Teacher Education
%@ 1945-0079
%D 2018
%R 10.1177/1057083717730085
%X To examine music education faculty members¡¯ promotion and tenure experiences, we interviewed (N = 9) and surveyed (N = 124) music teacher educators (MTEs) who were pretenure or tenured within the past 3 years. Findings highlighted MTE¡¯s perceptions of evaluative criteria and standards, mentoring programs and experiences, professional identity, and work-life balance. We found that MTEs valued three aspects of their professional identity: teacher educator, researcher, and musician, although most reported that music activities did not count as scholarly activities. We also found that MTEs need multiple mentors: someone familiar with institutional tenure policy and expectations and MTEs within and/or outside of the same institution. MTE survey respondents (70%) reported feeling stress related to the tenure process. Male respondents were more likely to feel satisfied (63%) with the balance of teaching, research, and service than female respondents (33%), and more likely to feel satisfied with the balance achieved between personal life and professional life (57%) than their female counterparts (36%)
%K identity
%K mentoring
%K music teacher educator
%K music teacher educator identity
%K tenure and promotion
%K work-life balance
%U https://journals.sagepub.com/doi/full/10.1177/1057083717730085