Talent management is seen as a critical factor and strategic priority in successful businesses, and it is just as critical a factor for schools (Davies & Davies, 2010). In recent years, the number of private and charter schools1 has increased because demand for them has increased (National Center for Education Statistics, 2017). These schools claim to offer more with their extracurricular activities or varied subjects than regular public schools.

As varied subjects gained popularity and their importance turned out to be more obvious, talent management has become a hot topic for private and charter school leaders. Talent management can be described as to “ensure the person is in the right job at the right time” (Jackson & Schuler, 1990, p. 235),or it is the systematic effort to recruit, develop and retain highly productive and promotable people (Rothwell and Kazanas, 2004). Talent management is a success factor for human resources and school leaders because it includes hiring a right person, training personnel according to their interests, and benefiting teachers’ talents from (in a case of school).

It is important for anybody to be guided for their careers as it is also important for them to make informed decisions about developing their skills. Whether this individual is a student or a working adult,school leaders’ critique or evaluation plays a key role in talent management. Individual differences with talent can take music education to a place where it is more effective and successful. Music teachers go through lengthy training processes in terms of both education and performing arts. However, they need guidance the most when they start teaching. Therefore, an administration that can effectively manageteachers’ talents can be the most influential in reaching goals set in schools.

The design of this research study was a qualitative case study. The most distinctive characteristic of case study research is the ability to understand a complex social phenomenon by asking how and why questions and delimiting the object of study (Yin, 2008). Case studies also gets as close to the subject of interest as they possibly can (Bromley, 1986). The case in this study is teachers and other administrative personnel who in some way shape or direct music education. Participants (n=22) in this study were music teachers (n=16), instrument educators (n=3), school department heads (n=3), school administrators (n=5), and other teachers who are related to talent management (n=6). Music teachers were chosen as participants because, first of all, music requires talent. Being an educator and a musician is only possible by developing skills in the right direction and with a rigorous planned process. This systemic approach as a whole must further be supported with talent management. Private and charter schools (no participants from a charter school yet) were chosen because, as mentioned before, they offer more with their extracurricular activities or varied subjects than regular public schools. To understand talent management of music teachers in-depth, semi-structured interviews and field notes were used. Case studies, often times, cannot be generalized. However, they might present valuable information with its discovery mode and the findings might shed light to other cases. Transcripts from the interviews and field notes were analyzed in an emergent thematic format by two raters with NVIVO qualitative data analysis software.

Findings have shown that teachers appreciate and are motivated when they are observed and their efforts are acknowledged. More importantly, they reported they also believe that their “creative thinking” is stimulated. In regards to talent observation, for instance, Ms. Thomas said that “a good leader’s first job is to make sure that the team members get personalized professional development. This would create a climate where teachers show loyalty and perform better.” She also said that she would be “honored” if her principal knows of her “knowledge capacity, skills, and toolsA school administration (not necessarily only principal, but assistant principals or department heads) that knows teachers’ talents is a step ahead in organizational awareness. Ms. Rose stated that “I am always thrilled to take on new tasks, and to contribute to innovative activities because I learn new things, and I test my potential. This makes me happy. As I am also a department head, I try to think of different tasks for my colleagues for their interests.” Using teachers’ talents wisely keep teachers happy, active and innovative. This, in return, helps the organization. Especially for private schools, it means human capital is well managedMusical talent is personal. Music subject is also diversified, and it applies to schools. For example, a teacher graduates from a department that focused on stringed instruments. This same person can also have skills in playing piano. If this teacher works at a private school, and if this teacher is not given any chances to explore her skills, this would be a loss of opportunity for the organization.

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