AN EXAMINATION OF THE TIME MANAGEMENT BEHAVIORS AND WORK-LIFE BALANCE

OF K-12 MUSIC EDUCATORS

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Scott Bley

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A Thesis

Submitted to the Graduate College of Bowling Green

State University in partial fulfillment of
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the requirements for the degree of

MASTER OF MUSIC

May 2015

Committee:

Elizabeth Menard, Advisor

Cole Burger
 UMI Number: 1592199

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© 2015

Scott Bley

All Rights Reserved

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ABSTRACT

Elizabeth Menard, Advisor

This research study was designed to assess the workload, time management, and work-

life balance of K-12 music educators. Using a mixed methods approach, K-12 music educators in

Ohio (N = 347) completed an online survey of job requirements and estimated time spent

working outside the school day. A shortened version of the Time Management Behavior Scale

(TMBS) was adapted for the survey to assess music educators’ time management skills.

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Questions from the Work-Life Balance Checklist (WLBC) and the Quality of Life Questionnaire
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(QoLQ) were adapted to assess music educators’ work-life balance. The survey data was

analyzed statistically and Pearson product-moment correlations were used to identify

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relationships between demographic variables, time spent on work, time management skills, and

work-life balance. Results showed a significant positive correlation between time spent on other

job-related tasks outside the school day and scores on the TMBS (p < 0.01), suggesting that
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music educators develop time management skills in response to increased workload. A

significant negative correlation was shown between workload and work-life balance (p < 0.01),

indicating lower levels of work-life balance with increased time spent working outside the school

day. No significant relationship was found between scores on the TMBS and work-life balance,

although a significant negative correlation was shown between scores on the mechanics of time

management (MTM) subscale of the TMBS and work-life balance. This correlation may reflect

their relationships with workload (i.e. as workload increases, MTM increases and work-life

balance decreases, resulting in the negative relationship between MTM and work-life balance).

Engagement in MTM as an attempt to gain control of increased workload may also increase an
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individual’s awareness of the disparity between time devoted to work and non-work

commitments. Participants also responded to open-ended questions and described their personal

strategies for time management and work-life balance. A content analysis of open-ended

responses revealed five time management strategies prevalent among music educators in the

study: list, prioritize, organize, schedule, and delegate. Four high work-life balance themes

emerged from a content of analysis of responses by participants with high levels of work-life

balance: identify priorities, set boundaries, take care of yourself, and priorities change. Three low

work-life balance themes emerged from a content analysis of responses by participants with low

levels of work-life balance: misplaced priorities, resignation, and personal sacrifice. Results may

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provide a starting point toward addressing concerns of attrition among music educators,
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developing solutions to avoid burnout, and better preparing preservice teachers for the realities of

teaching music.
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Don’t let making a living prevent you from making a life.

—John Wooden, Wooden: A Lifetime of Observations and Reflections On and Off the

Court, 1997

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For music teachers everywhere. Thank you for the sacrifices you make every day, known and

unknown. Don’t think that because some people don’t notice what you do that it doesn’t matter.

It does.

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ACKNOWLEDGMENTS

This study would not have been possible without the help of music educators from across

Ohio. On top of your already busy schedules, thank you for taking the time to complete the

online survey and participate in this worthwhile study.

Throughout this study, I have benefitted greatly from the mentoring of Elizabeth Menard

and comments received from Cole Burger. Thank you for your wisdom, insight, understanding,

and timely review of my many drafts.

I am also grateful for the guidance I have received from my other professors during my

time at Bowling Green State University: Bruce Moss, Carol Hayward, Ken Thompson, Vincent

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Kantorski, Lisa Gruenhagen, Mark Bunce, Benjamin Greene, and Savilla Banister. Thank you for
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teaching me. I am a better teacher, musician, and human being because of you.

Thank you to my music colleagues and mentors in Salina, Kansas, especially Gayle
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McMillen, Ben Rohrer, Lindsay Ladman-Modin, Amanda Smith, Ryan Holmquist, Susan

Higbee, David Higbee, and Doug Talbott. During my student teaching and when I started out as a

beginning teacher, you always had my back. The eight years I spent teaching in Salina are some
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of the fondest memories I have. They laid a foundation for my future as a music educator.

Finally, thank you to my mom and dad, who have always supported my music endeavors.

I don’t know where I would be without your love and support.

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TABLE OF CONTENTS

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CHAPTER I. INTRODUCTION ................................................................................................ 1

Statement of the Problem ................................................................................................. 3

Need for the Study ........................................................................................................... 4

Purpose of the Study ........................................................................................................ 5

Guiding Questions ........................................................................................................... 5

Definitions........................................................................................................................ 5

CHAPTER II. REVIEW OF RELATED LITERATURE .......................................................... 6

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Workload and Stress ........................................................................................................ 6
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General Education ................................................................................................ 6

Music Education .................................................................................................. 7

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Time Management ........................................................................................................... 9

General Education ................................................................................................ 10

Music Education .................................................................................................. 10

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Work-Life Balance........................................................................................................... 12

Summary .......................................................................................................................... 13

CHAPTER III. PROCEDURES ................................................................................................. 14

Survey Design .................................................................................................................. 14

Non-Work Environment ...................................................................................... 14

Work Environment............................................................................................... 14

Time Management ............................................................................................... 15

Work-Life Balance............................................................................................... 16
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Open-Ended Questions ........................................................................................ 16

Data Collection .................................................................................................... 17

Pilot Survey.......................................................................................................... 17

Selection of Participants .................................................................................................. 17

Survey Administration ..................................................................................................... 18

Participant Demographics ................................................................................................ 18

Personal Demographics ....................................................................................... 19

Work Environment Demographics ...................................................................... 20

Non-Work Environment Demographics .............................................................. 21

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Analysis Procedures ......................................................................................................... 23
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Statistical Analysis ............................................................................................... 23

Content Analysis .................................................................................................. 24

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CHAPTER IV. RESULTS .......................................................................................................... 25

Time Spent on Work by Music Educators ....................................................................... 25

The School Day.................................................................................................... 25

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Duties outside the School Day ............................................................................. 26

Time Spent Working outside the School Day...................................................... 26

Perceptions of Time Spent on Work .................................................................... 30

Music Educators’ Time Management Skills .................................................................... 32

Time Management Scores.................................................................................... 32

Correlates of Time Management Scores .............................................................. 34

Work-Life Balance of Music Educators .......................................................................... 37

Work-Life Balance Scores ................................................................................... 37

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Career Choice....................................................................................................... 38

Correlates of Work-Life Balance ......................................................................... 40

The Relationship between Time Management and Work-Life Balance .......................... 43

Strategies for Time Management and Work-Life Balance .............................................. 44

Time Management Strategies .............................................................................. 44

Work-Life Balance Strategies .............................................................................. 45

Coding of Work-Life Balance Responses................................................ 46

CHAPTER V. DISCUSSION ..................................................................................................... 49

Conclusions ...................................................................................................................... 49

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Time Spent on Work by Music Educators ........................................................... 49
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Time Spent Working outside the School Day........................................... 50

Required Duties ........................................................................... 50

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Other Job-Related Tasks .............................................................. 51

Music Educators’ Time Management Skills ........................................................ 52

Correlates of Time Management ............................................................. 53

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Work-Life Balance of Music Educators .............................................................. 54

Correlates of Work-Life Balance ............................................................. 55

The Relationships between Time Management and Work-Life Balance ............ 56

Strategies for Time Management and Work-Life Balance .................................. 57

Time Management Strategies .................................................................. 57

Work-Life Balance Strategies .................................................................. 59

Identify Your Priorities ................................................................ 59

Misplaced Priorities ..................................................................... 60

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Set Boundaries ............................................................................. 62

Resignation .................................................................................. 63

Take Care of Yourself .................................................................. 66

Personal Sacrifice......................................................................... 67

Priorities Change .......................................................................... 68

Limitations of the Study................................................................................................... 72

Suggestions for Future Research ..................................................................................... 73

Implications for Music Education .................................................................................... 75

REFERENCES ............................................................................................................................ 78

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APPENDIX A. IMPLIED INFORMED CONSENT FORM ..................................................... 83

APPENDIX B. SURVEY OF THE TIME MANAGEMENT BEHAVIORS AND

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WORK-LIFE BALANCE OF K-12 MUSIC EDUCATORS ...................................................... 85
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LIST OF TABLES

Table Page

3.1 Personal Demographics ................................................................................................... 20

3.2 Work Environment Demographics .................................................................................. 21

3.3 Non-Work Environment Demographics .......................................................................... 22

3.4 Number and Age of Children ........................................................................................... 23

4.1 Time during the Contract Day ......................................................................................... 25

4.2 Required Duties outside the School Day ......................................................................... 26

4.3 Time Spent Working outside the School Day.................................................................. 27

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4.4 Descriptive Statistics of Time Spent on Work................................................................. 28

4.5
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Personal Demographics for Time Spent on Work ........................................................... 29

4.6 Work Demographics for Time Spent on Work ................................................................ 30

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4.7 Perceptions of Time Spent on Work ................................................................................ 31

4.8 TMBS Reliability ............................................................................................................. 32

4.9 TMBS Scores ................................................................................................................... 33

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4.10 Descriptive Statistics of TMBS Scores ............................................................................ 34

4.11 “I need to find ways to complete my job-related tasks more efficiently” ....................... 34

4.12 Correlates of Time Management ..................................................................................... 36

4.13 Work-Life Balance Section Reliability............................................................................ 37

4.14 Work-Life Balance Scores ............................................................................................... 38

4.15 Descriptive Statistics of Work-Life Balance Scores ........................................................ 38

4.16 “I am thinking about changing my career choice”........................................................... 38

4.17 Personal Demographics for Work-Life Balance Scores .................................................. 39

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4.18 Family Demographics for Work-Life Balance Scores..................................................... 40

4.19 Correlates of Work-Life Balance Scores ......................................................................... 42

4.20 Additional Correlates of Work-Life Balance Scores ....................................................... 43

4.21 The Relationship between Time Management and Work-Life Balance .......................... 44

4.22 Text Analysis of Time Management Strategies Use by Music Educators....................... 45

4.23 High Work-Life Balance Themes for Music Educators .................................................. 47

4.24 Low Work-Life Balance Themes for Music Educators ................................................... 48

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LIST OF ABBREVIATIONS

AWOF ........................Absence of Work Overload / Free Time

MTM ..........................Mechanics of Time Management

PCT ............................Perceived Control of Time

PO ..............................Preference for Organization

QoLQ .........................Quality of Life Questionnaire

SGP ............................Setting of Goals and Priorities

TMBS .........................Time Management Behavior Scale

WLBC ........................Work-Life Balance Checklist

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PREFACE

Have you ever stopped and asked yourself, “What am I doing with my life?” Maybe you

used different words like, “Why am I doing this?” or “Why am I not happy?” or “What happened

and how did I get here?” During my eighth year of teaching band, I asked myself similar

questions. I felt like I was missing something in my life, but I couldn’t quite put my finger on

what it was.

I remember starting out my teaching career and working until 8 or 9 every night. It was

so exciting and new. I loved every minute. I didn't think anything of it. I remember my mentor,

Gayle McMillen, checking up on me after my first year, concerned that I might be getting burnt

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out. But I assured him I was fine. I had so much energy. I could live off that. And I did. At least

for a few years.

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Then I started wondering why the hours weren't getting any less. Maybe I needed to be
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more organized and more efficient with my time. So I read about systems, organization, and time

management. I made changes. I became more efficient and productive. But the hours stayed. I

was getting more done, but putting in the same amount of time.
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I remember talks with another colleague, Lindsay Ladman-Modin, with whom I shared

an office. She also had a habit of working late. Then she got married. And she spent less time at

school. My other two colleagues, Ben Rohrer and Amanda Smith, were also married and spent

less time at school than I did. What were they doing that I wasn’t? Something wasn’t right, but I

didn’t know what it was.

Then I read a book that changed my life. The book was called The Five Secrets You

Must Discover Before You Die. The author, John Izzo, and his team of researchers interviewed

several hundred people over the age of 60 whom others considered to be wise and happy. They
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identified five themes that they all seemed to have in common that contributed to their happiness.

When I started viewing my life through the eyes of those wise and happy older people, I started

making changes in my life. I joined the military. I started dating again. I pursued my dream of

composing music.

I am still in the military. I am still single. And I am not a famous composer. But I’m

okay with that. In fact, through a series of interesting events, I ended up in graduate school for

music education. I’ve decided that teaching students about music is indeed what I want to do

with the rest of my life. I love working with young people and exposing them to the power of

music. But I also know that I have other goals in life. And I need to focus on them more.

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Because I’m running out of time. In fact, we’re all running out of time.
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Have you heard the story about the bank account where you get 86,400 pennies

deposited every day? The catch is, you cannot carry any remaining balance to the next day. At
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the end of the day, whatever amount is left gets wiped off the books. You have to spend every

penny every day or you lose it. The story is a metaphor for time. Each penny represents one

second. Each day you choose how you spend your time. I believe that time is a resource like
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money. And just like money, we decide how we spend our time. But the difference is, you

cannot save time. You cannot put it in a jar and spend it “someday” in the future.

Time is finite. It is not limitless. If you spend too much time on one thing, you have less

time for other things. You may think you have all the time in the world, but you are only

borrowing against the future. Eventually you may have to lose sleep. Or your daily workout.

Maybe skip a meal. Your health isn’t a concern. Yet. Maybe you put off time with your family to

address the current crisis at work. You’ll get to it “someday.” But somehow, “someday” never

arrives. One day you might wake up and discover that you lost your opportunity. To be with the
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person you love. To spend time with your kids. To volunteer for a cause that is dear to your

heart. You missed your chance. But you can’t do it over. You can’t do life over. There are no

second chances at life.

After eight years of teaching band, I had to ask myself if I agreed with how I was

spending my time. It's not an easy question when you've spent so much of your life and money

working toward a career and then when you have it you question if it's worth your time. It doesn't

seem right. It feels downright wrong and maybe even sacrilegious to question your livelihood.

It’s your identity. Or is it?

I believe that life is more than your livelihood. And your identity is more than your job.

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And you shouldn't have to sacrifice your life for your job, even if it is the best job in the world.
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You shouldn't have to miss out on watching your children growing up. You should be able to

pursue other enjoyable activities, date your significant other, go to the gym, and maintain a
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healthy, balanced lifestyle.

So, when it came time to decide on a thesis topic, what I really wanted to know was,

how can I still have a life and teach music full-time? How can I make time for a future spouse
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and children? How can I make time for little league games or gymnastics meets with my kids?

How can I maintain an active, healthy lifestyle? How can I make sure that when I look back on

my life, I have no regrets about how I spent my time?

The real paradox of the whole situation was attempting to maintain my work-life

balance while writing a thesis on work-life balance. I don't know that I've found the answer to

balancing work and life as a music teacher. And perhaps that's the most important thing I've

learned during this process. Some of the most important questions don't have clear cut answers.
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And sometimes, not knowing the answer is okay. But still, asking the right questions at least

helps set us on a course where we can learn and grow.

During this research study I have learned that it is possible to be a committed, devoted

teacher and still have a life. Many of the music educators in this study have excellent levels of

work-life balance. They didn’t choose between teaching music and having a life. They found a

way to do both. Whether you agree with my conclusions or not, I hope that this study inspires

you to reflect on how you are spending your time. What really matters to you?

Your work?

Your students?

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Your education?

Your family and friends?

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Your church?
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Your health?

Your hobbies and other activities?

Only you can answer those questions for yourself. Only you can decide whether you are
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spending your time on what really matters to you at this point in your life. It’s not too late to

make some adjustments. It’s not too late to change course. You only get one chance. When your

older self looks back on how you spent your time, will you be pleased with the choices you

made?
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CHAPTER I. INTRODUCTION

It is not uncommon for teachers to work beyond their contractual obligations in the

evenings, on the weekends, and during the summer in order to accomplish their teaching duties

(Wolf, 2002). For many, the intrinsic rewards for teachers come at the cost of high personal

commitment (LeRoux & Van Niekerk, 2009). The demands on their time, among other work-

related issues, have been shown to be the source of the highest areas of stress for teachers (Hasty,

2007).

For music educators, the time commitments may be even more demanding depending on

a variety of factors: the size of the music department, the size of the district, the number of

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students in the music program, the number of classes assigned, and the number of performances
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in the evenings and on the weekends, for example. An excessive workload, sometimes referred

to as role overload, has been cited for concerns among music teachers (Scheib, 2002). Role
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overload and other role-related tension can lead to teacher burnout when the quantity of work

due to class size or other demands does not reconcile with the time given to complete the work

(Scheib, 2007). In addition to increased stress, an excessive workload can contribute to decreased
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job satisfaction among public school band directors (Heston, 1996).

Overall stress levels have been found to be indicators of intentions to leave the teaching

profession (Hasty, 2007). For some band directors, a heavy workload and increased class sizes

have been cited as reasons for planning to leave their current position or the teaching profession

entirely (Scheib, 2004). According to reports, the rate of attrition for music teachers is similar to

nonmusic teachers resulting in a loss of approximately 16% of the teacher population annually

(Hancock, 2009).
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A reduction in non-instructional duties and an increase in planning time could improve

job satisfaction, quality of instruction, and potentially lead to a decrease in attrition among

teachers (Wolf, 2002). Some policy makers are opposed to increasing planning time because it

would require additional classes, more teachers, and an increase in the cost of education. They

may see planning time as wasteful because it does not involve face-to-face time instructing

students. In fact, one study showed that teachers use their planning time for a variety of tasks in

addition to lesson planning, indicating that if not used for lesson planning, increased planning

time would not necessarily improve instruction (Nantz, 1993).

Successful music teachers have been shown to have excellent time management skills

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(Miksza, 2010; Teachout, 1997). They are able to accomplish their many job duties, including
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planning for instruction. Because a positive relationship has been shown between quality lesson

planning and quality instruction (Dorovolomo, 2010), it could be inferred that part of the reason
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for this quality instruction may be attributed to the ability to manage one’s time effectively. For

band directors in particular, good time management skills have also shown a significant

relationship to job satisfaction (Howard, 2006).

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This research study was designed to assess the workload, time management, and work-

life balance of music educators. K-12 music educators in Ohio were surveyed to determine how

much time they spent completing their job requirements and to assess their time management

skills and work-life balance. The results of the survey were analyzed to determine if a

relationship exists between time spent on work and time management skills. Understanding the

relationship between time management skills and time spent at work may provide support for the

effectiveness of time management training as a way to decrease time spent at work. The results

of the survey were also used to determine if a relationship exists between work-life balance and
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either time spent at work or time management skills. This study may provide insight into the

workload, time management skills, and work-life balance of music educators. Results of this

study could provide music educators with strategies to foster a healthy work-life balance and

longevity in the profession.

Statement of the Problem

Time management has been identified as an area of high stress for preservice teachers

(Abebe, 2011), many of whom may not be adequately prepared to deal with the commitment and

time involved in teaching music (Campbell & Thompson, 2007). Experienced music teachers

have displayed reduced levels of stress by developing coping mechanisms or better time

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management strategies (Hedden, 2005). Beginning music teachers, on the other hand, are at an
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increased risk for attrition than their more experienced counterparts (McClain, 2005; Hancock,

2008; Thomas & Kiley, 1994 in Wolf, 2002), leaving the profession before they develop proper
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time management skills or coping mechanisms to deal with the heavy workload and stress

involved in teaching music.

Without an increase in planning time to address the excessive time demands of teaching
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music, improving the time management skills of music educators may be the next best strategy

for increasing job satisfaction, improving instructional quality, reducing stress, and increasing

retention in the field. Some have suggested providing time management skills training to

preservice teachers to prepare them for the demands of teaching (Abebe & HaileMariam, 2011).

Time management skills and cutting back on overtime or excessive working hours have been

suggested for all music teachers as a means to cope with job-related stress (LeRoux, 2009). Band

directors specifically could benefit from time management strategies to assist in coping with the

workload associated with leading a band program (Heston, 1996).

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Need for the Study

Time management and work-life balance have been studied in the social sciences and

analyzed among members of other professions outside of music education. Nonis et al. (2011)

studied time management among salespeople and determined that better time management

behaviors may improve job performance. Work-life balance has been studied among post-

secondary students enrolled in a virtual school. They found significant gender differences in the

area of “Absence of excessive workload / Free time” showing that men were less overwhelmed

with work and had a better quality of life (Boixados et al., 2012). Time management has been

identified as an area that would benefit music educators in coping with the workload associated

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with leading a music program (Heston, 2006).
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There is a need for further study into how music educators manage their time and

maintain a positive work-life balance. How many hours outside the school day do music
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educators spend on school-related work? Do experienced music educators have better time

management skills? Do music educators struggle with balancing work and non-work

commitments? Do music educators with better time management skills have better work-life
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balance? What is the relationship between time management behaviors and work-life balance?

What strategies do music educators use to complete their job requirements and still maintain a

positive work-life balance? Identifying the time management practices and work-life balance

strategies of experienced music educators may provide beneficial information for preservice and

beginning music educators as a strategy to reduce stress levels, increase job satisfaction, and

improve the quality of instruction.

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Purpose of the Study

The purpose of this study was to examine the time management behaviors and work-life

balance of K-12 music educators.

Guiding Questions

1. How much time do music educators spend doing their jobs?

2. How do music educators score on measures of time management?

3. How do music educators score on measures of work-life balance?

4. Is there a relationship between time management and work-life balance for music

educators?

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5. What strategies do music educators use to complete their job requirements and maintain a

positive work-life balance?

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Definitions
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For the purposes of this study, the following definitions will be used:

 time management: “behaviors that aim at achieving an effective us of time while

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performing certain goal-directed activities” (Claessens et al., 2007).

 work-life balance: “an employee’s perception that multiple domains of personal

time, family care, and work are maintained and integrated with a minimum of role

conflict” (Delina & Raya, 2013).

 quality of life: “concern for the subject’s experience of their social life, their

everyday activity and their own health” (Boixados et al., 2009).