PERCEPTIONS OF MUSIC EDUCATION AS A COMPONENT OF ACADEMIC PROGRAMS: A MIXED METHODS STUDY

Abstract

The intention of this study was to understand public school educators’ perceptions of music education. This mixed methods study utilized a survey, interviews, and artifacts to interpret to what extent teachers and principals value music education as a contributing component of the academic program. The researcher aimed to comprehend how educators perceive music when compared to other academic subjects, how underlying factors and experiences contribute to perceptions of music education, and how perceptions align between teachers and principals. The data gathered for this study drew upon practicing educators from Pennsylvania public schools who serve in primary and middle years schools. 135 participants responded to a survey distributed via email, and 10 of the respondents were selected for follow up interviews.The findings of the study indicated that classroom teachers and principals generally perceive music to be less important that other academic subjects. The findings of the study also indicated that an educator’s background in music and exposure to music have an impact on their perceptions of music education, although the level of impact varies depending on the specific type of musical undertaking. The findings of the study also showed that the perceptions of the importance of music education aligned between teachers and principals: teachers and principals agreed that music was a vital component to the academic curriculum. Lastly, the findings of the study indicated that educators in K-8 schools generally value music education more than educators in K-5 schools.