Volume 65, No. 1

Editor, Scholarship and Research

James A. Grymes

Abstract

The purpose of this study was to examine professional quality of life among music faculty (N = 242) in higher education. Using the Professional Quality of Life Scale (Stamm, 2010), we assessed faculty members’ compassion satisfaction, burnout, and post-secondary traumatic stress within their respective university settings. Findings indicated that the majority of participants experienced moderate-to-high compassion satisfaction (99.2%), burnout (74.8%), and post-secondary traumatic stress (84.0%). We discovered significant differences between participants’ age and their score for burnout and post-secondary traumatic stress, as well as a significant difference between participants’ rank and their score for burnout. Implications for the field are also discussed.

How an individual experiences professional quality of life in their workplace is a multifaceted construct encompassing both positive and negative dimensions (Stamm, 2010). Rooted in the dichotomy of compassion satisfaction and compassion fatigue, this article delves into the interplay of these elements among music faculty in higher education. Furthermore, we discuss the implications of these factors in tandem with the nuanced challenges faced by educators (Bernhard, 2007; Hanson, 2021; Napoles, 2022; Pelligrino, 2018).

Review of Literature

Compassion Satisfaction

There are two factors that contribute to professional quality of life: compassion satisfaction, the positive, and compassion fatigue, the negative. Compassion satisfaction pertains to the pleasure one takes from doing one’s work well. In the workplace, one might also have positive feelings about colleagues or their personal contributions (Stamm, 2010). Compassion satisfaction provides motivation, stamina, interest, and a sense of accomplishment (Bride et al., 2004; Wagaman et al., 2015). Compassion satisfaction has also been discussed as an effective means of reducing burnout (Wagaman et al., 2015).

Recognizing the significance of compassion satisfaction is crucial, as it plays a key role in the holistic well-being of faculty members. Well-being is closely linked to their effectiveness, retention, productivity, and passion for their work, as outlined by Yukhymenko-Lescroart and Sharma (2018). According to Bernstein-Chernoff (2016), there has been a connection between the duration of employment and the overall levels of compassion satisfaction. In higher education, faculty and staff exhibited higher levels of compassion satisfaction at the beginning of their careers (0-5 years) and with 26+ years of experience. In addition, Raimondi (2021) found that full-time, tenure track higher education faculty experienced moderate-to-high levels of compassion satisfaction. The results indicated a close alignment between the participants' professional identity and personal identities, converging in experiences of compassion satisfaction.

Compassion Fatigue

Scholars have described the opposite of compassion satisfaction as compassion fatigue (Stamm, 2010; Wagaman et al., 2015), discussing it in relation to the professions of nursing (Crabtree-Nelson et al., 2022; Gribben et al., 2019), social work (Wagaman et al., 2015), oncology (Braun et al., 2022), and education (Koenig et al., 2018). Feelings of depression, exhaustion, anger, and frustration can impact one’s compassion fatigue and can be brought forth by providing care for “those who have experienced extreme or traumatic stressors” (Stamm, 2010, p.21). When experiencing compassion fatigue, people might feel overwhelmed at work (Stamm, 2010).

During the COVID-19 pandemic, the conversation surrounding compassion fatigue intensified within the education community, driven by educators’ shift to online platforms for distance learning (Yang et al., 2021). In a Northern California school district, researchers discovered that among 321 educators, those who identified as White and had more years of experience in education tended to experience higher levels of compassion fatigue during the COVID-19 pandemic (Yang et al., 2021). With so many factors changing during this unprecedented time, compassion fatigue became a serious issue for educators at all levels and across all content areas.

Post-Secondary Traumatic Stress

The second part of compassion fatigue is secondary traumatic stress, which encompasses fear and trauma related to work (Stamm, 2010). Secondary traumatic stress is the negative emotional consequence of exposure to mental and physical suffering of others relating to how someone cares for themselves (Todaro-Franceschi, 2012), and it is often considered synonymous with compassion fatigue (Hydon et al., 2015). Secondary traumatic stress onsets rapidly and tends to be connected to a certain event (Stamm, 2010). For example, Hupe and Stevenson (2019) discussed that K-12 educators may experience secondary traumatic stress when assisting students who have been suffering from child abuse. For those in higher education, Raimondi’s (2021) participants universally experienced feelings of frustration related to work associated with being a faculty member (e.g., emotional exhaustion, issues with students, work environment, challenges with other faculty members), leading some to experience elevated levels of post-secondary traumatic stress.

To assist with secondary traumatic stress, the United States Department of Education recommended that all educators engage in self-care practices (Hydon et al., 2015). Self-care can be defined as “a series of preventative measures that will promote the well-being of an individual” (Zabanal, 2022, p. 5). Traditionally, the term self-care has been associated with an individual’s personal life; however, scholars have recently discussed the importance of professional self-care to “promote effective use of the self in the professional role within the context of sustaining holistic health and well-being” (Lee & Miller, 2013, p. 98).

Researchers found that faculty members in higher education who engaged in self-care were more likely to experience elevated levels of compassion satisfaction (Velez-Cruz & Holstun, 2022). Recent literature has emerged on the self-care practices of music educators in higher education, exploring practices such as meditation, ensuring adequate sleep, and listening to music (Koner et al., 2024). When examining self-care practices of K-12 music educators (N = 337), Kelley and colleagues (2022) explored their personal and professional self-care practices. K-12 educators reported prioritizing social interactions for personal self-care practices, while the highest-rated professional self-care activity among respondents was engaging in professional development activities.

Burnout

Burnout, often associated with feelings of hopelessness and challenges in handling work effectively, generally develops gradually (Stamm, 2010). Scholars have examined burnout throughout K-12 music educators and discovered that beginning educators experienced more severe levels of burnout than experienced teachers (Bernhard, 2016; Hedden, 2005), and women in music education experienced burnout differently than their male colleagues (Kertz-Welzel, 2009). Others have suggested that music educators need to implement specific self-care strategies to cope with stress in order to avoid burnout (Hanson, 2021; Napoles, 2022).

Burnout is not limited to K-12 educators and has been experienced by faculty teaching in higher education; however, literature within this population is considerably limited. Among collegiate faculty (N = 50), Hamann and Sherborn (1988) discovered that a significant number of participants reported moderate-to-high levels of burnout based upon the variables of gender, low salary for the large amount of work, and unclear goals from administrators. In a study involving 41 university music faculty members, Bernhard (2007) discovered that those teaching performance classes exhibited notably lower levels of burnout, encompassing emotional exhaustion and depersonalization. Additionally, a positive correlation has been identified between hours of class preparation and burnout. As stress contributes to burnout amongst music educators (Hanson, 2021; Napoles, 2022), scholars (Pellegrino et al., 2018) noted that those in higher education experienced stress in regard to the tenure process. Amongst the 124 music teacher educators surveyed, male faculty were more likely to feel satisfied with the balance of teaching, research, and service (63%) over women respondents (33%). Male faculty were also more likely to be satisfied with the balance between their personal and professional lives (57%) over their colleagues who are women (36%).

With many studies in the literature pertaining to professional quality of life, none have examined compassion satisfaction, burnout, and post-secondary traumatic stress among collegiate music faculty. Therefore, the purpose of our study was to examine professional quality of life among music faculty in higher education. In our investigation, we aimed to examine correlations among the aforementioned aspects of professional quality of life and age, gender, years teaching in higher education, rank, classroom level, content area, level of employment, and highest educational level. The following research questions guided the study:

1. What are higher education music faculty members’ perceptions of their own compassion satisfaction, burnout, and post-secondary traumatic stress?
2. What relationships exist between higher education music faculty members’ compassion satisfaction, burnout, and post-secondary traumatic stress and work-related variables?

Method

We conducted a descriptive study using a survey design (Creswell, 2009) to examine compassion satisfaction, burnout, and post-secondary traumatic stress among music faculty in higher education. We designed this investigation for those currently teaching within a collegiate music faculty in the United States. Our study occurred during the spring of 2023.

Participants

Our university’s institutional review board gave us permission to conduct this study. Our study included participants actively teaching music in higher education settings. To recruit potential participants, we posted (e.g., Facebook, email listservs) our research study information to the following professional music organizations in which music faculty in higher education are members: American Choral Directors Association, American Orff-Schulwerk Association, College Band Directors National Association, Higher Ed Music Lessons in the Time of COVID-19, Instrumental Music Teacher Educators, International Society for Music Education, Mountain Lake Colloquium, National Association of Teachers of Singing, New Directions in Music Education, Researchers in Higher Education, The MayDay Group, and Women Band Directors International. Prior to the start of the investigation, participants read and signed a consent form in accordance with our university’s requirements.

Participants’ Characteristics

Participants (N = 242) identified as male (n = 142; 58.7%), female (n = 96; 39.7%), non-binary (n = 3; 1.2%), and gender fluid (n = 1; 0.4%). Our respondents identified their race as White or Caucasian (n = 218; 90.1%), Black or African American (n = 7; 2.9%), Hispanic or Latinx (n = 6; 2.5%), Asian or Asian American (n = 9; 3.7%), American Indian or Alaska Native (n = 9; 3.7%), Middle Eastern (n = 2; 0.8%), and prefer not to report (n = 3; 1.2%). Participants ranged in age from 25 to 89 years old (M = 46.73 years; SD = 10.92 years) and reported teaching in higher education an average of 15.21 years (SD = 9.88 years). See Table 1 for participant characteristics.

Table 1

Participant Characteristics (N = 242)

*Some participants responded with more than one content area.

Survey Instrument

In our descriptive study, we utilized the Professional Quality of Life Scale (Stamm, 2010), which assessed both positive and negative aspects of professional quality of life. The instrument consisted of questions related to compassion satisfaction, burnout, and post-secondary traumatic stress experienced in the workplace. With the author’s permission, we adapted the questionnaire specifically for music faculty members in higher education.

Our survey contained 12 items, of which the first prompt pertained to consent (item 1), the next section (items 2-10; Section I) gathered demographic characteristics, while the following section (items 11-12; Section II) contained the Professional Quality of Life Scale (Stamm, 2010). For questions 11 and 12, we asked participants to respond to 15 sub-prompts, on a 5-point Likert scale (1 = never; 3 = sometimes; 5 = very often), with respect to their current work situation such as “I am happy” and “I feel trapped by my job as a helper.” The final question included an opportunity for participants to respond to the open-ended question, “Is there anything else you would like to share with us?”

Professional Quality of Life Scale

The author of the Professional Quality of Life Scale (Stamm, 2010) established the construct validity of the scale (e.g., applied in over 200 published papers), noting the inter-scale correlations shared variance (r =-.23; co-σ = 5%; n =1,187) with secondary traumatic stress and 5% shared variance (r =.-.14; co-σ = 2%; n =1,187) for burnout. For each subscale, the author (Stamm, 2010) established the respective scale reliability for compassion satisfaction (.88), burnout (.75), and post-secondary traumatic stress (.81).

When interpreting participants’ scores, higher scores for compassion satisfaction represent a greater satisfaction related to participants likely deriving a good deal of professional satisfaction from their professional position, while scores below 23 generally imply that participants experience challenges with their job. For the subscale of burnout, higher scores might indicate that participants are at higher risk for burnout. If participants’ scores are below 23, that likely points to positive feelings about their ability to be effective at work, while scores above 41 might prompt participants to reflect on their mood at work. In terms of secondary traumatic stress, scores above 43 might suggest that participants should reflect on what is traumatizing them at work or if there is another reason for such a high score. Specifically, for each scale, a low score is 22 or less, moderate is between 23 and 41, and high is 42 or more. Lastly, the Professional Quality of Life Scale is not a diagnostic test. Rather, it can help to identify the balance of positive and negative experiences related to one’s work and workplace (Stamm, 2010).

Procedure

We distributed our survey instrument, via Qualtrics, to various professional music organizations, either via their social media page (e.g., Facebook) or email listservs in the spring of 2023. We closed our survey in April of 2023 after a two-month period of data collection.

Analysis

We exported our data from Qualtrics to SPSS 29.0 in order to calculate descriptive statistics such as frequencies of responses, means, and standard deviations. In terms of participants’ responses to the Professional Quality of Life Scale (Stamm, 2010), we first reverse-scored items (1, 4, 15, 17, 29) and then summed items by subscale. We also analyzed data in terms of categorical comparisons across participants’ scores (e.g., compassion satisfaction, burnout, post-secondary traumatic stress) and gender, age, years in the field, rank, classroom level, content area, level of employment, and highest educational level. For the open-ended question, we transferred the data to a Google document and applied open coding (Creswell, 2012) to identify categories.

Limitations

Our investigation focused on music faculty members’ compassion satisfaction, burnout, and post-secondary traumatic stress. We acknowledge that not all higher education workplace environments are similar, while participants also responded to our questionnaire at various points within their work week or workday. Additionally, the participants entered into our study at various points within their careers, teaching with differing colleagues, administrators, and workplace environments. Lastly, our participants did not represent the entire population of music faculty in higher education, as not all faculty were members of the professional organizations from which we drew our sample. For example, we did not share the survey link with organizations specializing in music theory, musicology, or ethnomusicology. Therefore, the results may not be generalizable to all music faculty in higher education, and we encourage the reader to take these factors into consideration when interpreting our results.

Results

Research Question One: What are higher education music faculty members’ perceptions of their own compassion satisfaction, burnout, and post-secondary traumatic stress? Participants (N = 242) responded to a series of Likert-type prompts pertaining to positive and negative experiences within their workplace to which they responded on a scale of 1 to 5 (1 = never; 3 = sometimes; 5 = very often). Compassion satisfaction scores ranged from 19.0 to 50.0 (M = 39.48, SD = 6.22), while the scores for burnout ranged from 12.0 to 45.0 (M = 26.33, SD = 6.41). Participants’ scores for post-secondary traumatic stress spanned from 16.0 to 44.0 (M = 28.51, SD = 6.41). As noted in Table 2, the majority of participants scored in the moderate-to-high range for compassion satisfaction (99.2%), burnout (74.8%), and post-secondary traumatic stress (84.0%).

Table 2

Scores for Compassion Satisfaction, Burnout, and Post-Secondary Traumatic Stress

Research Question Two: What relationships exist between higher education music faculty members’ compassion satisfaction, burnout, and post-secondary traumatic stress and work-related variables? We evaluated the normality and homogeneity of the data using the Shapiro-Wilk test and Levene test, resulting in no violations. A one-way ANOVA, F(2, 198) = 5.31, p = .01, revealed a statistically significant difference between participants’ ages and their scores for burnout. Participants between the ages of 25 and 34 had the highest scores for burnout (M = 28.00, SD = 4.96), as compared to those 35-44 years of age (M = 27.77, SD = 6.09) and over 45 years of age (M = 24.92, SD = 6.60). There was also a significant difference between participants’ ages and their scores for secondary post-traumatic stress, F(2, 200) = 4.76, p = .01. Those participants under the age of 25 had higher scores for post-secondary traumatic stress (M = 31.88, SD = 5.87) than those between 25 and 34 years of age (M = 29.28, SD = 6.78) and those over 45 years of age (M = 27.37, SD = 5.98).

A way-one ANOVA, F(4, 196) = 111.49, p = .03, revealed a statistically significant difference between participants’ ranks and their scores for burnout. Associate Professors had the highest scores for burnout (M = 28.07, SD = 6.62), as compared to Adjunct/Lecturers (M = 27.24, SD = 6.47), Assistant Professors (M = 25.95, SD = 5.87), and Full Professors (M = 23.62, SD = 6.09). There were no significant associations between participants’ compassion satisfaction, burnout, and post-secondary traumatic stress scores and gender, classroom level, content area, years teaching in higher education, level of employment, or highest educational education. See Table 3 for compassion satisfaction, burnout, and post-secondary traumatic stress scores based on various work-related variables.

Table 3

Univariate Analysis of Compassion Satisfaction, Burnout, and Post-Secondary Traumatic Stress Scores and Work-Related Variables

*p < .05

Music Faculty Comments

At the end of the questionnaire, we asked participants if they had anything they would like to share. A small percentage (12.8%) of participants responded (n = 31) to this prompt, and they offered insight into the impact of administrators, students, and colleagues on their compassion satisfaction, burnout, and post-secondary traumatic stress. While several participants noted that they felt as though they are making a positive difference in their students’ lives such as, “I love what I do, and the students I work with,” one participant mentioned:

I experience compassion fatigue on a weekly basis, and it gets worse throughout the semester. The most tiring work is that I do with students one-on-one regarding things outside of the program. I am seriously considering [obtaining] an [LPC] certification to support my work in higher education.

Similarly, another participant commented on the amount of support needed by students in terms of guidance. They went on to share that “administrators at my school…communicate or imply to professors that we are the ones responsible for picking up our students’ loose ends. This additional responsibility has made my work much more draining.”

In terms of working with their colleagues, several participants mentioned that their colleagues do not help as much as they would like. One participant commented specifically on the impact of gender roles:

In my department, female colleagues seem disproportionately tasked with the emotional labor of helping (and by extension, those tasks) than male colleagues, who seem more effective/successful at protecting their research time/not taking on as many student support responsibilities.

A few of the participants noted that the COVID-19 pandemic impacted their feelings on burnout, “I am tired, and I feel like the pandemic magnified all of this.” Another stated, “There is a push towards increased rigor because of COVID deficits, but this rigor is harshly implemented, causing high dropout rates due to losing scholarships and failing courses. If that was changed, my burnout would significantly improve.” Though the responses to our open-ended question covered a range of topics, the participants seemed to have mostly positive feelings towards their students and helping them succeed.

Discussion

Through the implementation of the Professional Quality of Life Scale (Stamm, 2010), we examined compassion satisfaction, burnout, and post-secondary traumatic stress among music faculty (N= 242) in higher education. Overall, the majority of participants’ scores fell into the moderate-to-high range for compassion satisfaction (99.2%), burnout (74.8%), and post-secondary traumatic stress (84.0%). We also discovered significant associations between participants’ ages and their scores for burnout and secondary post-traumatic stress, and a significant difference between participants’ ranks and their scores for burnout. In the following discussion, we frame our findings within the related literature.

Similar to Raimondi’s (2021) findings, participants’ compassion satisfaction scores indicated that nearly all of the participants (99.2%) derived a good deal of professional satisfaction from their professional position in higher education. Only two participants scored lower than 23, which could indicate they might have issues and/or challenges with their job. A prospective study could delve deeper into the relationship between compassion satisfaction and job satisfaction among music faculty in higher education.

Participants’ scores for burnout, an aspect that leads to compassion fatigue, suggested a higher susceptibility. Over half of the respondents (57.4%) reported moderate burnout, while around 25% of scores indicated that participants had positive feelings about their ability to be effective at work. According to Stamm (2010), compassion fatigue can be caused by feelings of exhaustion, anger, and/or frustration, which our participants acknowledged within their open-ended responses. Koenig et al. (2018) suggested that those in education could benefit from professional development and support in terms of awareness of their compassion fatigue. It could be that our participants might benefit from such support in terms of having a space to share their emotional frustrations. Perhaps, as several mentioned, the impact of the COVID-19 pandemic placed an extra burden on our participants in terms of workload and stress (Yang et al., 2021).

We also discovered a significant difference between participants’ ages and their scores for burnout, as younger faculty had the highest scores. As other researchers have found (e.g., Hanson, 2021; Napoles, 2022), stress contributes to burnout among all music educators, and perhaps the young faculty members in our study felt stressed as part of the tenure process (Pellegrino et al., 2018). During the COVID-19 pandemic, higher education faculty who adopted self-care practices were more likely to experience decreased burnout (Velez-Cruz & Holstun, 2022), so they might find comfort in practicing self-care strategies such as meditation or listening to music (Koner et al., 2024). A future study might warrant an investigation of the specific effects of the COVID-19 pandemic on music faculty’s risk for burnout.

There was also a significant difference between participants’ ranks and their scores for burnout, with Associate Professors indicating the highest scores. Our findings are similar to those of Hamann and Sherborn (1988), who found that a significant number of college faculty reported moderate-to-high levels of burnout. A future study could examine music faculty’s scores for burnout over an entire academic year to see if their scores for burnout might be different at various points during the academic year.

Post-secondary traumatic stress scores implied that our participants could be experiencing things that are fearful and/or traumatic within their work environment. Stamm (2010) indicated that higher scores for post-secondary traumatic stress could be associated with fear and trauma related to one’s work or workplace. As post-secondary traumatic stress is generally connected with an event (Stamm, 2010), perhaps our participants continued to experience the effects of the COVID-19 pandemic in terms of the emotional trauma on themselves and their students. A future investigation might examine the effect of self-care practices among higher education faculty on their score for post-secondary traumatic stress.

Conclusion

As our study has shown, our participants experienced moderate-to-high levels of compassion satisfaction, burnout, and post-secondary traumatic stress. Though they appeared to find satisfaction in their professional position in higher education, they may not have positive feelings about their ability to be effective at work and could be experiencing things that are fear-inducing and/or traumatic in their work environment. One might posit that it is crucially important for those working as music faculty in higher education to find joy and comfort within their workplace environments to continue to be effective educators, performers, and researchers. The integration of evidence-based practices of self-care could improve music faculty’s compassion fatigue, as they continue to navigate stressors associated with working and teaching in higher education. As a community of educators, we can actively seek out ways to support ourselves and our colleagues in terms of handling highly stressful and/or emotionally traumatic situations.

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