Building and District Policies Impacting Music Instruction

Researchers have noted that the navigation of local policies may be particularly impactful on music educators. However, despite the acknowledgment of local policies’ importance, few researchers have focused on specific policies impacting music educators’ day-to-day work. The purpose of this study was to investigate local policies that might interfere with music instruction as well as teachers’ perceptions of their agency in dealing with these policies. We surveyed music educators across the United States (N = 485) regarding three selected policies: interventions (e.g., pulling students for remediation or targeted assistance), staffing policies (e.g., covering for absent teachers), and standardized testing implementation. Respondents answered Likert-type and free-response questions, and our analysis suggested a moderate level of frustration with all three policies. Middle school teachers indicated the highest level of frequency for both interventions and staffing disruptions, and more experienced teachers were more likely to agree with questions focused on agency, indicating more willingness to speak out against disruptive local policies. Free responses indicated the nuance with which local approaches to policy differed. Based on the findings, we offer implications for music teachers, administrators, and teacher educators.