School of Music


Doctor of Music Education (DME)


Nathan Street


Superintendents perspective, Role and function of secondary bands




Although some administrative roles in music education provide research literature, the superintendent’s role and performance expectations concerning the sixth through the twelfth-grade bands have yet to be examined in rural, urban, and coastal Georgia. Superintendent leadership of administrative staff decisions and policy creation influence the role of the school band; therefore, this qualitative hermeneutic phenomenological study illustrates that when superintendents set ambitious goals and standards for learners, children develop mounting, robust expectations in school band performance. The qualitative research hermeneutic phenomenological method analyzed the superintendent’s role and performance expectations of sixth through twelfth-grade bands in rural, urban, and coastal Georgia, which provides a unique opportunity for this study. Superintendents and their management teams are responsible for the activities and guidelines of the school system and accountable to school boards, the civic community, parents, and students. In assessments of the six counties in the coastal Georgia area, superintendents provide awareness of leadership decision-making and philosophy concerning the sixth through twelfth-grade band role and expectations. Analysis of the researched literature and completed surveys demonstrated the superintendent’s importance in the sixth through twelfth-grade band role and expectations. The superintendent’s philosophy of music education, leadership, and policy creation proves pathways for band performance, expectations, and styles. In addition, further research is needed to identify other factors influencing sixth through twelfth-grade band performance roles and expectations in rural areas, urban, and coastal Georgia areas from Chatham to Camden County school districts.

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