Analysis of the Appointment, Experiences, and Job Satisfaction of Leaders in Large Schools of Music

<p>Little is known about how male and female middle-level leaders in schools of music come into their leadership roles, how they distribute their time among responsibilities, and how the distribution of time or other factors impact their professional identities, creative activities, and job satisfaction. Quantitative, self-reported survey data collected on music leaders in large schools of music and qualitative data collected from a panel discussion with representative leaders were used to analyze the five research questions in this explanatory sequential mixed-methods study. An analysis of the relationship between the two variables, gender and method of entry, showed a weak association. Analyses of the method of entry and the groups within the distribution of time variable showed a negative correlation between those appointed by administration and time spent on teaching, research/creative activities, and service. A positive correlation between fundraising and administrative duties was found. However, correlations with administrative duties and service were negligible. Responsibilities and how leaders spend their time may vary based on their title, organizational structure, and job expectations. Music leaders value continued opportunities to engage in research and creative activities. These findings will benefit future music leaders and current music administrators in higher education. Future recommendations are discussed.</p>

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Secondary Education and Educational Leadership

Year dc:date.available

2023

Author dc:creator

• Murphy, Claire

Contributors dc:contributor

• Barbara Qualls
• Ali Hachem
• Jerry Williams

• Educational Leadership
• Higher Education
• Music

Repository record dc:identifier

https://scholarworks.sfasu.edu/etds/550

OAI identifier oai:identifier

oai:scholarworks.sfasu.edu:etds-1575