I see no proof of causality in the article. My assumption is that a teacher needs to be an expert in not only her subject but also in pedagogics. Why wouldn't t

I see no proof of causality in the article. My assumption is that a teacher needs to be an expert in not only her subject but also in pedagogics. Why wouldn't this multidisciplinary expertise require harder work to attain, resulting in less sleep and a longer work schedule containing tasks not directly related to music? I also resent the inherent bias in labelling someone with the ambition of becoming a teacher of the arts as average based on this ambition alone. As earlier HN posts have informed us, in Finland it is the top 10% students of a class that go on to become teachers.