The purpose of this intrinsic case study was to explore four midwestern choral teachers’ experiences of creating and sustaining community within their public school choirs. Research questions included (1) how choral teachers describe their experiences of creating choral communities, (2) how the teacher–student relationship is experienced, and (3) what challenges get in the way of sustaining choral communities. Writings by Edith and Victor Turner, Martin Buber, and Nel Noddings were used as a theoretical lens. Participants were selected purposively and represented heterogeneous choral programs, different school sizes, and diverse population densities. Participants included one 8th-year middle school male choral teacher, two female high school choral teachers who had taught for more than 18 years each, and one male middle and high school choral teacher who had taught for 12 years. Cases were bounded by interviews, written and observational data, and artifacts. The data collection included 20 observations, 12 interviews with choral teachers, and 16 student interviews. Data analysis was inductive; 31 codes emerged and were gathered into four themes including support and care, fostering a sense of belonging and acceptance, quality creates and inhibits community, and program legacy and vision. Teacher profiles are included in the findings.
Students’ Psychological Adjustment in Normative School Transitions From Kindergarten to High School: Investigating the Role of Teacher-Student Relationship Quality