Professional status and the independent piano teaching occupation: A study and analysis of demographics, training, business policies, and studio practices

The purpose of this study is to establish a profile of independent piano teachers and to investigate the professional status of the independent piano teaching occupation based on a sociological model. Data for this study were collected by means of an online survey that sought information on demographics, professional credentials, training, professional activities, instructional activities/materials, studio policies, business policies, and career satisfaction. Of the 2,400 independent teachers who were asked to complete the survey, 289 usable responses were received and utilized in analysis of the data.;The typical independent piano teacher in this study is female, over 55 years of age, lives in a community of 100,000 people or less, teaches at home, works part-time an average of 17.5 hours per week, and has a studio of 27 students. This teacher, who makes ;In comparison with piano teachers in 1986 (Wolfersberger, 1986) the teacher in this 2008 study is approximately 12 years older, has studied piano 5 more years, and makes almost double what the 1986 teacher made, both in terms of hourly rates and yearly income. She works a little longer each year (11 months instead of 10.5) and puts in, on average, 4 more hours of work per week. She is also much more involved in professional organizations than her 1986 counterparts and has a higher level of career satisfaction.;The Attribute Model, which has been used by sociologists to evaluate occupations' professional status for 75 years, is utilized to assess the professional status of independent piano teachers. This model emphasizes the possession of a specialized body of knowledge, a standardized course of training to impart this knowledge, testing of applicants followed by the granting of a license to practice, a monopoly over a field of work, and collegial instead of hierarchical control. Based on this model the independent piano occupation is not a true profession.;The Attribute Model is then assessed as to its suitability in evaluating the independent piano teaching occupation's professional status. Of primary concern is that the traditional model excludes all people in occupations who are motivated not by money and power, but a sense of mission or calling.;A new professional model, based on the work of Froehlich (2007) in conjunction with Music Teachers National Association code of ethics, is created. The new three-attribute model emphasizes a mission-based approach to professional status centered on a teacher's control of who, what, when, where, and how he or she teaches, and a commitment to students, colleagues, and the community in which he or she works as well as the larger national population of piano teaching professionals. Professional status is achieved by the independent piano teaching occupation when it is evaluated using this new model.