Thank you for considering participating in my research! You and other instrumental music educators will be asked questions about the characteristics of effective music teachers and where those characteristics are acquired. It will take approximately 10 minutes to complete a survey, which I hope you find interesting, if not fun!
It is very important to learn your opinions. The results of this research can inform both current and future music educators about how to achieve the most success as an instrumental music teacher. Your participation in this study is completely voluntary and there are no foreseeable risks associated with this project. However, if you feel uncomfortable answering any questions, you can withdraw from the survey at any point.
Your survey responses will remain confidential and data from this research will be reported only in the aggregate. Only I, the researcher, will have access to individual survey responses, and these responses will not be released to anyone. This research is in compliance with and has been approved by the university's institutional review board.
If you have any concerns about your treatment as a research participant, please contact the Sponsored Programs and Academic Research Center:
Kepner Hall, University of Northern Colorado, Greeley, CO 80639; 970-351-1907.
Beginning the survey indicates to me your consent to participate in this Research.
If you have questions at any time about the survey or the procedures, you may contact Emily Moss at 206-310-7541 or by email at the address specified below.
Thank you very much for your time and support. Please start the survey now by clicking on the Continue button below.
Your current position (check all that apply):
Select the one you think best describes the school where you currently teach:
Total number of years of school teaching experience (don't include student teaching; count the current year as one full year):
At which type of institution did you COMPLETE your undergraduate music teacher-training?
Based on your experience as an instrumental music teacher, which of the following characteristics, relative to each other, are "extremely important," “very important,” “important,” or “somewhat important,” for effective instrumental music teachers to possess?
Extremely Important
Very Important
Important
Somewhat Important
Possess Effective subject presentation and delivery skills
Possess good lesson planning skills
Be able to motivate students
Be organized
Maintain excellent classroom management and procedures
Possess an understanding of teaching/learning strategies
Display confidence
Maintain an effective rehearsal pace
Maximize time on task
Have a pleasant affect; sense of humor
Extremely Important
Very Important
Important
Somewhat Important
Be knowledgeable of subject matter materials (literature, recordings, methods books, etc.)
Employ a positive approach
Possess musical knowledge (theory, history, etc.)
Be patient
Possess proficient piano skills
Frequently make eye contact with students
Be creative, imaginative, and spontaneous
Be able to work with students of different ages and abilities
Be knowledgeable and proficient with secondary instruments
Use effective nonverbal communication
Maintain student behavior (strong, but fair discipline)
Maintain a high level of professionalism
Be mature and have self-control
Again, based on your experience as an instrumental music teacher, please indicate where you believe an instrumental music teacher acquires the following characteristics. There may be more than one place of acquisition -- pick the one you think best describes where the characteristic is acquired. Please be sure to read the descriptions below as some categories might seem similar.
Personal Development: Personality traits or something gained through personal (not professional) growth
Family/Friends: Friends or family who have been influential; not a professional mentor
Teacher-Training Programs: Any University- or Collegiate-based program completed in order to teach music
Student Teaching: Completed as a portion of a teacher certification program
Mentors: Anyone who, either formally or informally, assisted in shaping professional opinions, behaviors, etc.
Professional Development: Graduate-school courses, seminars, workshops, etc. offered outside of a formal undergraduate degree program; could include a district-offered induction program or state-mandated certification credits and/or courses
Teaching Experience: Anything gained as a result of "doing" and/or being in the profession
Other: Anything that does not fit any of the other descriptions
Personal Development
Family/Friends
Teacher-Training Programs
Student Teaching
Mentors
Professional Development
Teaching Experience
Other
Be knowledgeable of subject matter materials (literature, recordings, methods books, etc.)
Easily develop a positive rapport with people
Be patient
Be able to work with students of different ages and abilities
Present feedback clearly and effectively
Display confidence
Be able to motivate students
Be creative, imaginative, and spontaneous
Be enthusiastic, energetic
Frequently make eye contact with students
Personal Development
Family/Friends
Teacher-Training Programs
Student Teaching
Mentors
Professional Development
Teaching Experience
Other
Be musically expressive
Be knowledgeable and proficient with secondary instruments
Possess Effective subject presentation and delivery skills
Be flexible and adaptable
Be able to manage finances well
Be goal-oriented
Employ excellent singing skills
Employ a positive approach
Be organized
Be mature and have self-control
Last page!
Personal Development
Family/Friends
Teacher-Training programs
Student teaching
Mentors
Professional development
Teaching experience
other
Maintain an effective rehearsal pace
Possess competent conducting gestures
Maximize time on task
Involve students in the learning process
Manage stress well
Have excellent speaking skills (diction, tonal inflection, vocabulary)
Possess musical knowledge (theory, history, etc.)
Maintain student behavior (strong, but fair discipline)
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