Public School Music Teachers' Perceptions of the Effect of Certain Competencies on Pupil Learning

1980 ◽  
Vol 28 (3) ◽  
pp. 185-197 ◽  
Author(s):  
Donald K. Taebel
Keyword(s):  
Public School ◽  
Music Teachers ◽  
Teachers Perceptions ◽  
School Music ◽  
Pupil Learning

Perceived Factors Impacting School Music Programs

2014 ◽  
Vol 62 (4) ◽  
pp. 344-361 ◽  
Author(s):  
Carlos R. Abril ◽  
Julie K. Bannerman
Keyword(s):  
School District ◽  
Music Teachers ◽  
Music Programs ◽  
Elementary Music ◽  
Substantial Impact ◽  
Teachers Perceptions ◽  
Or Groups ◽  
School Music ◽  
Micro Level ◽  
Teaching Positions

The purpose of this study was to examine elementary music teachers’ perceptions of factors impacting their music programs and teaching positions as well as the actions these teachers take in response to those factors. The following research questions guided the study: (1) What factors are perceived to impact music programs and teaching positions? (2) What is the nature of these factors? (3) How and within what socioecological levels do teachers act on behalf of their programs or positions? (4) To what degree are specific actions, people, and/or groups thought effective in impacting music programs? U.S. music teachers ( N = 432) responded to a survey designed to answer these questions. A socioecological framework was used in the design of the survey and analysis of the data. Results suggest that teachers perceive micro-level factors (school) to have a substantial impact on their programs. Teachers’ actions were mostly focused on the micro level although many teachers considered meso-level (school district) engagement to be vital for maintaining or improving music programs in a given school district. Besides music-specific policies, macro-level issues (state and national) were not viewed as impacting programs in substantive ways. The further removed a factor from the micro level, the less impact was felt and the fewer actions were taken.

Music Education and Educators in Missouri, Iowa, and Illinois

2020 ◽  
pp. 002242942096150
Author(s):  
Jocelyn Stevens Prendergast
Keyword(s):  
Public School ◽  
Music Education ◽  
Music Teachers ◽  
Response Rate ◽  
Demographic Data ◽  
The United States ◽  
Survey Study ◽  
Phone Call ◽  
School Music ◽  
Music Class

The purpose of this survey study was to provide a demographic profile of PK-12 public school music teachers and details about the public school music teaching positions in Missouri, Iowa, and Illinois. An invitation to complete a questionnaire was emailed to all PK-12 public school music teachers in these three states whose email addresses could be gathered via a school district website search or phone call to the district, yielding a 26.1% response rate in Missouri, a 35.1% response rate in Iowa, and a 31.7% response rate in Illinois. The questionnaire contained items used to gather demographic data about the music teachers and details about their class offerings. Results indicate over 93% of music teachers in these three states identify as White and approximately two thirds identify as women. The teachers in these three states who responded to the survey travel less for their positions compared with music teachers in the United States as a whole, and findings were inconsistent between the states with respect to experience level and school location. Further, 28% to 47% of secondary-level educators in these three states teach a music class that is not band, choir, or orchestra.

Music education and cultural and national values

2020 ◽  
Vol 22 (3) ◽  
pp. 219-232
Author(s):  
Wai-Chung Ho ◽  
Wing-Wah Law
Keyword(s):  
Hong Kong ◽  
Music Education ◽  
Music Teachers ◽  
Cultural Development ◽  
Content Type ◽  
Mainland Chinese ◽  
Teachers Perceptions ◽  
Chinese Music ◽  
National Values ◽  
School Music

PurposeThe purpose of this paper is to examine music teachers' perceptions of teaching cultural and national values (also defined as national cultural values) to explore the tensions facing school music education in the choice of music types to be delivered in Hong Kong and Taiwan.Design/methodology/approachWith specific regard to music teachers' perceptions of “values,” “music cultures” and “nationalism,” data were drawn from a survey questionnaire given to 343 music teachers (155 preservice and 188 in-service music teachers) and semistructured interviews with 36 of these respondents.FindingsThe findings of the study showed that though many respondents in Hong Kong and Taiwan felt comfortable teaching traditional Chinese music, they did not want to teach contemporary Mainland Chinese music and other political or patriotic forms in the school music curriculum. The data also demonstrated some shortcomings in introducing a balance of music types into the curriculum, as well as limitations in promoting national education in response to the respective sociopolitical situations in Hong Kong and Taiwan.Research limitations/implicationsThis study was subject to limitations regarding the potential generalizability of the findings on school music teachers' perceptions in Hong Kong and Taiwan.Practical implicationsThe implications for teachers and student teachers regarding the development of cultural and national values related to the political processes in Hong Kong and Taiwan are complicated, because of not only their relationship with Mainland China and its education based on nationalism but also the extent of teachers' professional training to help create an enabling environment for national and cultural development.Originality/valueThe findings of this study revealed that there are fundamental gaps in the overt and operational curricula in Hong Kong and Taiwan concerning the sociopolitical function of values in school music education in response to their respective sociopolitical situations.

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