Principal Perceptions on the Inclusion of Music Education and Professional Development Opportunities: A Qualitative Study
School of Music
Doctor of Music Education (DME)
Music Education, Professional Development Opportunities, K-12 Education, Principals, STEM, Music Education Curriculum
Educational Administration and Supervision | Music
Woods, Gabriel, "Principal Perceptions on the Inclusion of Music Education and Professional Development Opportunities: A Qualitative Study" (2021). Doctoral Dissertations and Projects. 2981.
This qualitative case study identifies perspectives that have not yet been explored and documented concerning the difference in attention across school levels when it comes to offering professional development opportunities for music teachers. The majority of previous studies have focused on STEM programming, not the arts. In this study, the researcher interviewed six K-12 principals who aided in deciding whether to include music programs to students and professional development opportunities to teachers. Two principals were interviewed in the different K-12 school levels: elementary, middle, and high schools. The results of this study add to the literature and can foster an increase in advocacy to ensure that the arts are included in STEM educational programming and are a part of what schools are doing to better support their music educators. The results of this study will additionally benefit and advance music education by expanding research to include how different school levels promote music education in their curriculum with science, technology, engineering, arts, and mathematics (STEAM), as well as demonstrating the need for music educators to be supported through professional development opportunities.