Principal and Arts Administrator Perspectives on Integrated Arts Education Across the Elementary Curriculum

In this convergent mixed-methods study, we explored perspectives of principals and arts administrators on integrated arts education (IAE). Their perspectives play a vital role in shaping curricular goals of a school or district and influence the support that classroom teachers and arts specialists receive. Because these essential perspectives are largely missing from the related literature, we asked: How do administrators characterize arts integration in kindergarten through fifth-grade settings? What is the relationship between administrators’ ideal and actual IAE practices? What is the relationship between arts administrators’ and principals’ perceptions about IAE? Accordingly, we surveyed 128 principals and arts administrators representing each of the six National Association for Music Education divisions and then conducted six individual interviews to gather more in-depth qualitative data. All administrators perceived creativity, self-expression, and student engagement as outcomes promoted by IAE. They rated preparation time, teacher proficiency, instructional time, and funding as the most substantial barriers. In both quantitative and qualitative data, administrators supported IAE in theory but reported significantly lower actual implementation of IAE than their instructional aspirations. To realize successful and sustained IAE, teachers need administrators who understand and champion this pedagogy through targeted, quality professional development and dedicated time for collaboration.