Perceived Factors Impacting School Music Programs: The Teacher's Perspective

Autor/inn/en	Abril, Carlos R.; Bannerman, Julie K.
Titel	Perceived Factors Impacting School Music Programs: The Teacher's Perspective
Quelle	In: Journal of Research in Music Education, 62 (2015) 4, S.344-361 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429414554430
Schlagwörter	Music Education; Music Activities; Performance Factors; Teacher Attitudes; Elementary School Teachers; Teaching Conditions; Teacher Response; School Culture; Educational Environment; Teacher Surveys; Organizational Climate; Incidence; Predictor Variables; Likert Scales; Educational Practices; Change Strategies; Influences; Focus Groups + Suchen Sie Ihr Suchwort? Musikerziehung; Musikalische Aktion; Leistungsindikator; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrbedingungen; Unterrichtsbedingungen; Lehrerkommentar; Schulkultur; Schulleben; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Organisationsklima; Vorkommen; Prädiktor; Likert-Skala; Bildungspraxis; Lösungsstrategie; Influence; Einfluss; Einflussfaktor
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10