Introversion in Music Education

Supporting Introverted Music Teachers

By NAfME Member Jennifer Hibbard

Many years ago, as a rookie music teacher, I assumed my introversion was a personality flaw. I thought it meant I was anti-social, an ineffective leader, and a poor communicator. My time teaching music did little to dispel these myths, particularly as so many of my colleagues appeared to be extroverts. Little did I know that introversion was not the problem; my definition of it was. In this article, I’ll explain what introversion is (and isn’t), why it’s often misunderstood, and how introverted music teachers can reduce their risk of burnout.

The Myths of Introversion

It’s no surprise that I initially embraced these myths; pop culture is rife with misconceptions about introversion. An example can be found in one of my favorite PBS shows, “Doc Martin.” A mother, referring to her son, says, “Do you want him to grow up to be shy and introverted?” . . . “We don’t want that, do we?” (“Doc Martin,” 2013). This dialogue implies that introversion is synonymous with shyness and that introversion is a character defect that needs to be fixed. Neither is true.

The truth is that shyness involves a fear of social judgment, which can change over time. People are not born shy, nor do they necessarily remain so. For example, the percentage of Americans who identified as shy rose from 40% in the 1970s to 50% by the 1990s. Conversely, introversion is an inherent and stable personality trait that is found in up to one half of the US population, with similar numbers worldwide (Cain, 2012).

And while shyness is sometimes revealed through a person’s behavior, introversion is not visible. Introverts can choose to behave like an extrovert, even if it exhausts them. That’s because the defining feature of an introvert isn’t in their outward behavior, but in how they gain energy (Cain, 2012).

If introversion isn’t a rarity in our population, and it’s all about how one gains energy, then why does pop culture so often portray it as a flaw? The answer lies in culture. Extroverts naturally tend to be more talkative, and thus, more visible. Introverts tend to be quieter and more introspective, and thus, less visible. In addition, culture plays a large role in whether we view introversion positively or negatively. In Japan and Finland, introverted traits, such as quiet reflection, are valued. By contrast, in the US, traits like assertiveness and talkativeness are preferred and even rewarded in many workplaces (Cain, 2012).

The Strengths of Introversion

No matter your culture, research shows that introverts possess many strengths that can benefit their workplace. For starters, introverts tend to think deeply, self-reflect often, and make thoughtful decisions. Introverts also tend to stay on task longer, give up less easily, and work more accurately (Cain, 2012). In music education, these traits are beneficial when developing curriculum, writing lesson plans, pursuing professional goals, and fostering lifelong musicianship.

In addition, introverts can be strong leaders both in and out of the classroom. They tend to be patient, listen well, and encourage others to contribute (Cain, 2012). In a music classroom, these traits can support a positive classroom culture that nurtures students’ musical growth. Introverts are also adept at leading their colleagues. In fact, introverted leaders have shown better results than extroverted leaders when working with proactive individuals (Nobel, 2010). In a school setting, these strengths are evident when introverted music teachers collaborate with colleagues to write curriculum or when they work with grade level teachers to plan a performance.

The research is clear. Introversion is not a problem to solve, but a strength to embrace. Yet even the strongest teachers are at risk of burnout if they work against their own best interests.

Risk Factors for Burnout

Introverts have many strengths, but gaining energy through highly stimulating external environments is not one of them (Cain, 2012). Music teachers are constantly surrounded by large groups of students, multiple instruments playing simultaneously, noisy staff rooms, and crowded hallways. For introverts, this environment is exhausting.

An extrovert might find the school day energizing at times, such as chatting with a group of friends in the teacher’s lounge. An introvert, by contrast, finds such activities draining. They prefer chatting with a close friend over a cup of coffee in a quiet cafe. As Susan Cain explains, “Introverts aren’t anti-social. We’re differently social.” (Cain, 2012, January 24)

Introverted and extroverted music teachers are worn out at the end of the day, but their methods of regaining energy are different. Opportunities for introverted music teachers to recharge in a quiet, calm space throughout the day are scarce. Couple this with the fact that introverts are often encouraged to adopt extroverted behaviors based on cultural values, and you run the risk of burnout (Cain, 2012). Despite this, introverts can make choices that honor their introversion rather than work against it.

Managing Energy

To start, introverted music teachers can limit behaviors that leave them unnecessarily exhausted and overwhelmed. For example, introverts might be tempted to join a crowd of teachers in the lounge for lunch. But for an introvert who is already drained from morning classes, chatting in a crowded and noisy teachers’ lounge is a recipe for overwhelm. Instead, they can opt for eating in an empty classroom while their favorite show plays on their tablet. Twenty minutes of alone time isn’t much, but it’s a brief chance for introverted music teachers to recharge.

Introverts can also focus on building relationships with colleagues in ways that honor their social strengths and do not leave them drained. For example, they could get tea with a close colleague after work, chat online, or meet with colleagues over the summer for a music education workshop. All of these are ways introverts can deepen relationships without sacrificing their energy.

Introverts can also improve their classroom environment with noise-reducing earplugs or sound-absorbing wall panels. High-quality earplugs can allow you to hear music and speech clearly at a lower volume. Sound-absorbing wall panels can reduce the musical chaos when 30 students are playing recorder simultaneously. Reducing overall volume can benefit both students in the room and colleagues nearby.

Working Together

Introverts can take steps to reduce their risk of burnout, but the school community must share this responsibility. For example, pressuring introverts to give up a quiet evening alone for a crowded networking event can be harmful. This is especially true if the event has little connection to students or the music program. We should not expect introverts to exhaust themselves just to appear more extroverted.

Instead of pressuring introverts to conform, the school community should acknowledge and support the many ways in which people can build relationships. This means understanding that a one-on-one chat after school is just as valuable as a group chat in the teacher’s lounge. Similarly, colleagues can appreciate the many ways someone can be a good leader, whether that’s through careful listening and planning or through confident and energized public speaking. Both approaches have the potential to create positive change.

Conclusion

Supporting introverted music teachers is not solely an individual responsibility. It is a shared effort between teachers and the school communities they serve. When schools recognize and value introverted strengths, they create conditions for sustainable teaching, effective leadership, and long-term impact in music education.

References

Cain, S. (2012). Quiet: The power of introverts in a world that can’t stop talking. Crown Publishers.

Cain, S. (2012, January 24). Introverts aren’t anti-social. We’re differently social. Facebook.

Doc Martin. (2013). Nobody likes me (Season 6, Episode 4) [TV series episode transcript]. PBS.

Nobel, C. (2010, October 4). Introverts: The best leaders for proactive employees. Harvard Business School Working Knowledge.

Photo at top by Jon Tyson on Unsplash

About the author:

NAfME member Jennifer Hibbard is the founder of Yellow Brick Road Music, where she creates fun music education resources for serious music literacy.  She holds a bachelor’s degree in music education (K–12 general, vocal, and instrumental music) and a master’s degree in education (curriculum and instruction).

Her teaching experience includes K–4 general music, grades 7–12 instrumental music, and private vocal and instrumental instruction. She is a member of the National Association for Music Education, the National Education Association, the Indiana Music Educators Association, and The Music Crew, a nonprofit organization supporting music educators through professional development and instructional resources.

Her work has appeared in NAfME’s Teaching Music magazine and blog, and she regularly presents at The Music Crew’s annual conference. Connect with her on Facebook and Instagram.

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