Date
9-17-2026
Department
School of Music
Degree
Doctor of Music Education (DME)
Chair
Keith Pace
Keywords
choral, mentorship, induction, preparedness, applied, practice, educators, secondary
Disciplines
Music
Recommended Citation
Kline, Kasie D., "An Applied Study of Mentorship Structures for Early-Career Secondary Choral Directors in a Texas School District" (2026). Doctoral Dissertations and Projects. 8942.
https://digitalcommons.liberty.edu/doctoral/8942
Abstract
Despite established preservice choral music education curricula in higher education, many early-career choral directors report feeling underprepared for the practical demands of professional teaching. Research in music education has documented challenges related to classroom management, administrative responsibilities, budgeting, and professional support during the transition from university training to classroom practice. While these concerns are well-documented, less attention has been paid to district-level structural factors that may either diminish or intensify early-career challenges. This applied study examines mentorship structures for early-career secondary choral directors within Liberty Hill Independent School District, with particular attention to differences between choral and band program staffing models. Unlike band programs, which often include a head and assistant director who facilitate embedded mentorship, secondary choral programs in the district are typically staffed by a single director, resulting in limited formal mentorship during the early years of teaching. Guided by an applied qualitative approach, this study analyzes district staffing structures, existing support practices, and educator perspectives to identify mentorship practices that may support professional growth and program sustainability. Data sources include district documentation and professional reflections gathered with administrative approval. The findings of this study aim to inform district-level decision-making by offering a choral-specific mentorship framework aligned with the realities of secondary music education. This research contributes to the field of music education by shifting the focus from preservice preparation alone to applied, district-based solutions that support early-career choral educators in practice.
