Date

7-21-2026

Department

School of Music

Degree

Doctor of Philosophy in Music Education (PhD)

Chair

Nathan Street

Keywords

Music Education, Comparative Education, Elementary Education, Educational Value, Teacher Perspectives, Administrative Decision-Making, Educational Policy Qualitative Research

Disciplines

Elementary Education | Music

Abstract

Music education is widely recognized as an important component of a well-rounded education and is frequently associated with numerous educational, social, and developmental benefits. Despite this perceived value, support for music education remains inconsistent across elementary school contexts. Differences in funding, instructional time, and administrative priorities raise questions about how the value of music education is understood and enacted within schools. The purpose of this qualitative comparative study was to examine how music education is valued within elementary schools in Canada and the United States. Guided by Comparative Education Theory, interviews were conducted with elementary music educators to better understand the factors that shape the positioning of music education within school systems. Four interconnected themes emerged from the findings: funding, time allocation, teacher perspectives, and administrative support and decision-making. Participants described limited financial resources, inconsistent instructional time, and varying levels of support that influenced the scope and delivery of music programs. Across both national contexts, music education was often valued in principle but not consistently supported in practice. The findings suggest that the value of music education at the elementary level is shaped not only by beliefs about its importance but also by decisions regarding funding, instructional time, and administrative support. The conclusion includes recommendations for future research.

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