It's all your business: the value of music teacher surveys.

One of the most valuable ways to increase professionalism in the independent studio is to network with other teachers about successful policies. Discussing business issues during local and state music teacher associations meetings offers the opportunity to share favorite teaching practices and seek solutions to joint concerns. Such sharing acknowledges that we are not only independent, but also interdependent music teachers. An equally effective means of gathering data concerning our profession is to conduct a written survey of professional issues. Surveys provide invaluable insight into business issues, professionalism and successful approaches to pedagogy within our geographic area.

As a member of the Northern Virginia Music Teachers Association (NVMTA), I started surveying my local MTA in 1979 after a discussion on business issues at one of our meetings. I conducted regular surveys of the group until I moved to North Dakota in 1994. Since then, others have continued to survey NVMTA members every few years. I also have conducted a number of other local, state and national surveys, often before presenting at local, state or national conferences. In all instances, I have learned an immense amount from the surveys, as have the teachers who have been surveyed.

Before talking about what can be done in a survey, it is important to first discuss what cannot be done. Any survey of business practices, especially those concerning rates, cannot be done with the intent of price-fixing or fee-setting. The purpose of a survey is to gather information, much like the Department of Labor's information on average annual wages in various professions. No recommendation can be made for a certain set wage or a set percentage increase in income from year to year, or any other economic policies that affect the independent teacher. Such actions are considered price-fixing, are highly illegal and must be avoided.

It is not illegal, however, to gather data. It benefits us immensely to know as much as we can about rates and business policies in our particular geographic area. Suggested areas to address in a survey might include:

* Rates per hour

* Method for billing (weekly, monthly, semester and so on).

* Annual income

* Sources for summer income

* Number of students

* Hours a week spent teaching

* Hours a week spent on other studio activities (bookwork, learning new repertoire, meetings and so forth).

* Educational background

* Years of experience

* Population of community

* Make-up policy

* Use of book and fee deposit

* Use of swap list

* Use of technology in the studio

* Extra services offered (work station, chamber music, group lessons, theory classes, performance classes, summer camps and SO on).

I conduct all surveys anonymously, since teachers are more willing to share personal information when they are not required to identify themselves. Unfortunately, some teachers have been reluctant to share information concerning rates, even on an anonymous survey. How can we charge professional rates if we have no historical data about rates from which to draw our own conclusions?

As I prepared for this article, I reread some of the personal summaries I wrote of my own thoughts at the end of the NVMTA surveys. It is easy to see that members in the group were able to draw their own conclusions about professional issues and make increasingly more professional choices concerning studio policies. The following summary was included at the end of the 1987 NVMTA survey and shows how the discussions and surveys on business issues impacted the members of NVMTA in only a few short years.

1987 Survey Summary

In 1985, I was astonished by the number of teachers who believed they charged too little--40 percent. Most teachers, 63 percent, raised their rates only every two to three years. The average hourly fee had increased only one dollar in two years.

By contrast, the 1987 survey was surprisingly optimistic:

* 81 percent of the teachers raised their rates every one to two years. The average hourly fee increased by $3.80 in the last two years; 63 percent of the teachers were content with their fees.

* The number of teachers who offer half-hour lessons only (the length most disliked) was down from 31 percent to 14 percent. Most teachers were content with the length lesson they taught.

* Services offered, such as theory classes, workshops and the like increased in every category--reflecting a more comprehensive, professional approach to teaching.

* Use of the renewable book deposit method of billing for books increased from 16 percent to 30 percent--almost double.

In general, the whole survey reflected a much more contented group--with many professional approaches to the varied aspects of studio policy.

It is evident that these surveys reflect an increased awareness of rates. No mention was ever made about what individuals should charge and, yet, by keeping rates an open topic for discussion, rather than a deep, dark secret, teachers in the Northern Virginia area have become some of the best paid in the country.

I like to include a section on my surveys where I ask teachers how they feel about certain issues, such as rates or make-up lessons. The anonymous answers listed below are from surveys conducted around the country (not just northern Virginia) and they speak volumes:

How do you feel about your rates?

* "I'd starve to death if I had to depend on it."

* "This is only a hobby."

* "I teach because I love it; my husband pays the bills." Two responses in the same year and same city:

* "I am happy with $14 an hour."

* "I receive $36 an hour and feel underpaid."

* "I am trying to raise my fees, but feel that it's difficult since other teachers in the area often charge less. Many people don't inquire about educational background, only who charges the least."

* "The money I make is excellent considering it's a second income. It has always bothered me that it would be extremely difficult for me to support myself and child if something happened to my husband."

* "I don't earn what I am worth."

* "Inadequate salary--am looking for other work."

* "I planned to raise my rates but several teachers in my area charge lower rates than mine, so 1 postponed it."

* "Since I do not have a degree in music nor depend on it for my livelihood, I am satisfied with lower rates.

* "Too low? There is so much thought, training and paperwork that it doesn't balance. Also, hobbyists and people who do it for fun undercut fees."

* "I make about half now of what I made working 16-20 hours as an RN."

* "I have another professional job, so I don't need the income, and I don't charge anything for lessons."

What are some suggestions for increasing our income?

* "Charge for computer time."

* "Charge tuition, never a per-lesson fee."

* "Group or partner lessons."

* "Teach new markets: at-home adults, home-schooled students, early-childhood music, day care groups, private schools."

* "... bake sales, take in laundry, ironing...."

How do you feel about your make-up policy?

* "My flexibility is being abused."

* "I don't like making up lessons missed for avoidable reasons. However, people refuse to pay for lessons they don't receive."

* "I feel taken advantage of when people who cancel insist on 'taking it off" next month's check.' I remind them of my written policy, and they act like they never heard of it."

* "I am strict about make-ups and therefore have very few cancellations. I offer no make-ups and they still pay.

What would you include in your "ideal" studio?

Most answers dealt with improvements that could be made with some advance planning (paid vacations, better equipment) but here are a few of the more intriguing answers:

* "Health insurance would be $50 a month, and lessons would be $80 an hour. The IRS would be dissolved, and only the most talented and dedicated students would take lessons in my studio."

* "Have a bookkeeper, a cleaning staff and a secretary."

* "One student; charge $1500 per lesson; no make-ups; summers off."

* "I realize teaching is a business, but in my case it is only supplementary to the life of my household. I think it is a waste of time to devise an ideal policy."

* "A studio with four rooms--private teaching room with grand and upright, group lesson room, electronic music lab and computer room. I live above the studio and the music store is across the street."

Having learned a great deal from teacher surveys in the last 26 years, I highly recommend that all music teacher groups, especially local associations, survey their members concerning business and professional issues. Regular surveys provide valuable information we can use individually to improve professionalism in our studios and communities. It is impossible for any one of us to change the world of private lessons alone, but as a group we can do a great deal to improve the lot of the independent music teacher.

Beth Gigante Klingenstein, NCTM, is nationally known for her presentations and writings on professional issues affecting the independent music teacher. Klingenstein taught as an independent teacher for 28 years before accepting a position at Valley City State University, where she also is the founding director of the VCSU Community School of the Arts.

Northern Virginia Music Teachers
Association survey results
Average per-hour fee:

1979           $15
1981           $17
1983           $20
1985           $21
1987           $25
1989           $27
1992           $31.50
1995           $35
1999           $40.50
2001           $46
2003           $49.50