Date
10-16-2025
Department
School of Music
Degree
Doctor of Music Education (DME)
Chair
Nathan Street
Keywords
Hermeneutic phenomenological study, secondary music educators, choral director, band director, orchestra director, class schedules.
Disciplines
Education | Music
Recommended Citation
Nogueras, Aliza Marie, "A Phenomenological Study of Secondary Music Teachers and Their Experiences with Class Schedules in Central Virginia" (2025). Doctoral Dissertations and Projects. 7535.
https://digitalcommons.liberty.edu/doctoral/7535
Abstract
There is currently a lack of recognition for the unique influence of class schedules on music educators’ lived experiences in public-schools. This study examines how middle and high music class schedules play a role in music teacher’s curriculum development and overall well-being. Class schedules created without regard to musical instruction may create significant challenges for music teachers, reducing instructional time, disjointing curricula, and causing inconsistencies in delivering high-quality music education. Focusing on music teachers in Central Virginia, this hermeneutic phenomenological study highlights the specific lived experiences of public-school music educators. The central research questions explore how class schedules shape instructional practices and influence the professional satisfaction of music teachers. The study will gather data through surveys, interview, and focus groups with music educators in public-school counties A and B, offering a comprehensive understanding of their experiences. The findings may be used to guide educational policy and administrative practices, with recommendations to support music educators and enhance student outcomes. This research aims to offer valuable insights into the lived experiences of music educators within various scheduling practices.
