School of Education


Doctor of Philosophy in Education (PhD)


Susan Quindag


teacher self-efficacy, marching band, marching band curriculum, music education


Education | Music


The purpose of this phenomenological study was to explore how high school band directors prepare their students for college marching band programs. The theory guiding this study was Bandura’s self-efficacy theory to address the personal characteristics and traits of marching band directors’ qualities relating to teaching. The phenomenological research design examined teachers' self-efficacy levels and ability to prepare their marching band students for college. I used snowball sampling to select the participants and gain insight into various perspectives. Data were collected by three different methods: document analysis, semi-structured individual interviews, and a focus group. I triangulated and analyzed data by coding and then determined the emerging themes. Four themes emerged from the data: inadequate resources, vicarious learning experiences, fundamentals and musicianship, and assessment and evaluation. Findings implied that marching band directors lacked a formal marching band curriculum, which negatively impacted many participants' self-efficacy levels in their early career stages. Additionally, a misalignment exists between the state/district level provided resources and the judged criteria at sanctioned and un-sanction state and district level marching band competitions. There is a need for additional curriculum resources specific to secondary marching band programs. This curriculum should include various marching styles and avoid a one-size-fits-all approach.