Principal's Beliefs And Perceptions Of The Value Of Including Music Programs In K-12 Schools

School’s curriculum decisions are based on mandates derived from federal, state, and local policies and other government funding resources but the decision-making in large part is left to the principal at the school level. Unfortunately, music programs are often the first programs to be eliminated, though, principals and other administrators understand the value of these programs on the balance of the overall curriculum (Simon, 2013). The purpose of this qualitative descriptive phenomenological study was to describe principals’ lived experiences and perceptions of how the process of funding, legislation, and decision-making has impacted K-12 music programs. Seven principals were interviewed on their perceptions of the value of music education, and the impact of legislative changes and funding allocation on the existence of music programs within the K-12 curriculum. Additionally, the participants shared other factors that influenced their decision-making process. Findings indicated that these principals highly valued the role of music education in a well-rounded curriculum.