Abstract
The purpose of this study was to investigate the beliefs of preservice music educators regarding classroom management. Our sample consisted of 210 preservice music educators that were identified through National Association of Schools of Music–affiliated institutions. Participants completed a modified version of the Classroom Management Beliefs Survey developed by Kwok. Participants attributed the highest importance to creating a safe environment for all students and building a classroom community of care and respect for others, whereas they considered rearranging seating for desired student interactions and integrating a system of rewards and consequences as least important. There were statistically significant differences between certain categorical variables and participants’ indicated level of importance for aspects of classroom management. The implications of these findings for music teacher educators are also discussed.
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