A Quantitative Survey of Secondary Instrumental Music Educators' Perceptions of Undergraduate Preparation to Teach in Disparate Locales

Abstract

Every community in the United States is different, from the smallest town to the largest city, and each locale offers unique rewards and challenges for instrumental music educators. However, novice instrumental music teachers are not always prepared for the specific needs of all communities. The purpose of this nationally-distributed quantitative research study was to examine secondary instrumental music educators’ perceptions of their undergraduate preparation for teaching across disparate locales. Participants answered questions about their perceptions of preparation to teach in disparate locales during their undergraduate degree, and experiences they perceived to most impact their feelings of preparations. I looked for significant differences between band and orchestra directors, and differences between feelings of preparation and employment decisions. This study employed a quantitative methodology through an anonymous online survey of secondary instrumental music educators who earned an undergraduate degree in music education or a Bachelor of Arts in music with a Master of Arts in teaching in the United States. Results showed that the participants felt most prepared to teach in a suburban area and generally valued the courses taken during their undergraduate degree. Most participants indicated that their feelings of preparation to teach in disparate locales did not affect their employment decisions. However, the participants whose feelings of preparation did affect their job decisions were most likely to feel uncomfortable applying for or accepting a job in a city or rural area. Results of this study could inform the delivery and implementation of undergraduate music education curriculum.