Music educators' and administrators' perceptions of noise in music classrooms
type: CreativeWork
description: Music educators are frequently exposed to high-intensity sound environments, which increases their risk of noise-induced hearing loss (NIHL). This study examined music educators’ and administrators’ understanding of hearing conservation, their use of protective strategies, and their perceptions of responsibility for maintaining healthy auditory environments. Survey results revealed that educators had limited formal training, yet many expressed confidence in their ability to protect hearing. Protective behaviors, such as using hearing protection devices or sound level meters, were rarely implemented. Classroom noise was a persistent challenge, contributing to communication difficulties and emotional fatigue. Due to limited participation from administrators, the survey data did not yield a sufficient sample size for conducting meaningful statistical analysis in this study. Respondents emphasized the need for early and ongoing training, particularly in undergraduate programs and school-based professional development. While educators viewed hearing health as a shared responsibility, many felt administrators did not prioritize noise reduction. These findings highlight the need for structured support, policy development, and expanded training to promote hearing conservation in music education. Future research should broaden the sample, explore administrator perspectives, and evaluate targeted interventions.
abstract: Music educators are frequently exposed to high-intensity sound environments, which increases their risk of noise-induced hearing loss (NIHL). This study examined music educators’ and administrators’ understanding of hearing conservation, their use of protective strategies, and their perceptions of responsibility for maintaining healthy auditory environments. Survey results revealed that educators had limited formal training, yet many expressed confidence in their ability to protect hearing. Protective behaviors, such as using hearing protection devices or sound level meters, were rarely implemented. Classroom noise was a persistent challenge, contributing to communication difficulties and emotional fatigue. Due to limited participation from administrators, the survey data did not yield a sufficient sample size for conducting meaningful statistical analysis in this study. Respondents emphasized the need for early and ongoing training, particularly in undergraduate programs and school-based professional development. While educators viewed hearing health as a shared responsibility, many felt administrators did not prioritize noise reduction. These findings highlight the need for structured support, policy development, and expanded training to promote hearing conservation in music education. Future research should broaden the sample, explore administrator perspectives, and evaluate targeted interventions.
author: Vanausdall, Amanda Marie
date published: 2025-12
date modified: 2026-07-24T06:06:11Z
provider: Wichita State University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Wichita State University