Tabitha’s One-Teacher Rural School - Insights Into the Arts Through the Use of a Story Constellation

Oct 15, 2026

Upload by Aldword

This paper presents a story constellation about a beginning teacher (who is also the principal) located in a one-teacher school in an isolated community in Queensland, Australia. The constellation documents Tabitha’s self-efficacy for teaching the arts (music, dance, drama, visual arts and media) and her daily insights shaped by curriculum, community and policy. The study also examines beliefs tied to rural stereotypes, and the support structures available, offering guidance for policy, administration and teacher education.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Abstract

Introduction

Arts education and teacher self-efficacy

Method

Story constellations

Tabitha’s one teacher rural school: insights into the arts through the use of a story constellation Susanne Garvis University of Queensland Abstract This paper presents a story constellation about a beginning teacher (who is also the principal) located in a oneteacher school in an isolated community in Queensland, Australia. The constellation documents the teacher’s selfefficacy for teaching the arts (music, dance, drama, visual arts and media). Tabitha, the participant, shares insights about teaching the arts in a rural school and the influence of the curriculum, community and policy that she encounters on a daily basis. The paper also probes those beliefs and values associated with rural stereotypes, teaching the arts and current support structures. Key findings emerge for policy makers, teaching administrators and teacher educators about the complexities of teaching the arts in rural Queensland. Key words: beginning teacher, principal, story constellation Australian Journal of Music Education 2011:1, 76-85 Introduction This story constellation examines the lived experiences and associated teacher self-efficacy of Tabitha Jones, a third year teacher who is also the principal of a rural one teacher school in Queensland, Australia. It explores her daily struggles with teaching arts education against the backdrop of state and national reform in curriculum. It also probes those beliefs and values associated with rural stereotypes, teaching the arts and current support structures. From this context emerges the value statement “at this school arts education is travelling on a rocky road”. Findings provide messages to those interested in improving arts education in rural schools in Queensland, Australia. Arts education and teacher self-efficacy Many beginning generalist teachers are responsible for the delivery of integrated arts education as part of their curriculum for students aged 10-15 years. This responsibility is dependent on their own beliefs about their competence, school context, pressures ofthe curriculum and benefits of the arts for students. Within Australia, arts education is considered a key learning area endorsed by the Hobart Declaration (MCEETYA, 1989) and more recently in the National Education and the Arts Statement (MCEETYA, 2005) . It is comprised of music, drama, dance, visual arts and media. Research in Australia (Russell-Bowie, 2004) and around the world (Henessy, Rolfe & Chedzoy, 76 2011, No. 1 2001; Oreck, 2001; 2004; Smithrim & Upitis, 2001) however, highlight problems of lack of confidence, motivation and knowledge faced by generalist teachers in delivering arts education. Subsequently, these problems lead to avoidance behaviour, leading to limited teaching and learning of arts education within the classroom for students. This problem is also found in science teaching by generalist teachers who exhibit low self-efficacy (Plourde, 2002; Tosun, 2000) . It is accepted that confidence, motivation and self-knowledge inform a teacher’s self-efficacy beliefs system. These beliefs operate as a key factor in a generative system of human competence (Bandura, 1997), leading to the assumption that they are powerful influences on the overall teachers’ effectiveness with students. The higher the sense of self-efficacy, the greater the perseverance and the higher the chance that the pursued activity will be performed successfully. Moreover, teachers’ beliefs in their efficacy “affect their general orientation toward the educational process as well as their specific instructional activities”(Bandura, 1997, p.241). Teachers who do not expect to be successful with certain students are less likely to put forth effort into planning and teaching, even if they know of strategies that could help students. Teacher self-efficacy is still forming within the beginning years of teaching and once developed according to theory, is resistant to change (Bandura, 1997). During this beginning phase, teacher

FAQs

What is the study’s main focus?

The study uses a story constellation to examine Tabitha Jones’s lived experiences and teacher self-efficacy while teaching arts education in a rural one-teacher school.

Which arts subjects does the paper address?

It focuses on music, dance, drama, visual arts, and media as part of integrated arts education.

How does teacher self-efficacy relate to arts teaching decisions?

Higher self-efficacy supports perseverance and successful performance, while lower expectations can reduce effort in planning and teaching, leading to avoidance and limited classroom arts learning.

Oct 15, 2026

Upload by Aldword