An examination of the time management behaviors and work-life balance of K-12 music educator

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. Questions from the Work-Life Balance Checklist (WLBC) and the Quality of Life Questionnaire (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 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 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 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 provide a starting point toward addressing concerns of attrition among music educators, developing solutions to avoid burnout, and better preparing preservice teachers for the realities of teaching music.