A Study on Factors that Influence Instrumental Music Programs in Secondary Schools

Abstract

The purpose of this study was to investigate factors previously associated with challenges facing in-service instrumental music educators in northwest North Carolina. Two research questions guided the study: 1) How do instrumental music educators in northwest North Carolina rate factors that may influence their programs? and 2) To what extent are the following factors relevant to instrumental music educators: school size, student involvement, geographic location, budget, and support? The Rural Instrumental Music Teacher Survey was constructed by the researcher using a five point Likert-type scale. The 38-item questionnaire was distributed to 84 instrumental music educators in northwest North Carolina, of which, 56 were returned and used for analysis (N=56). Descriptive statistics were used to analyze the questionnaire data. Results from the data suggest that class offerings are perceived to be adequate within perspective schools, but scheduling conflicts are rated as problematic, and to a greater extent with educators who are service multiple schools. Regardless of school size, instrumental music educators choose to participate in large ensemble adjudicated events, with a less clear picture of school participation in small ensemble or solo events. All survey participants agreed they have high student participation in other school and community extra-curricular activities. Geographic location was rated as less of a hindrance for access to music retailers than it was for access to university outreach. Budget considerations received inconclusive results. Music educators valued the support received from all sources and deemed them important to the overall success of the music program; the perceived amount of support received was strongest from parents and school level administration.