Abstract
The purpose of this generic qualitative inquiry was to describe parents and educators’ attitudes toward the sustainability of music education in elementary schools in a low-income rural area. Sources for this research included interviews, focus groups, and observations. Participants were principals, parents, and teachers from four elementary schools and three parent-teacher organizations (PTOs) in a small district in a low-income rural area in the southeast United States. Data were analyzed through open coding to describe details on maintaining music in this elementary school. The themes emerged were reasons for supporting music education in elementary schools and principals’ leadership in overcoming economic challenges in music education. Findings indicated that efforts to maintain music in a school program are motivated by the evident impact on students’ academic performance and everyday activities. The results confirmed that educators’ determination and leadership skills are the support for music in the school curriculum.
Highlights
Music educators are frequently confronted with school budget restrictions and ever-diminishing resources
According to Major [1], when funds are insufficient, music education is one of the first programs to be cut from the school curriculum
An invitation to participate in the study was sent to nine principals from elementary schools in the district and those listed as members of each school’s parent-teacher organization (PTO). e inclusion criterion for this sample was involvement with music education. e affirmative answers came from four school principals and eight members from three parent-teacher organizations (PTOs)
Summary
Received 24 September 2021; Revised 13 January 2022; Accepted 17 January 2022; Published 29 January 2022. E purpose of this generic qualitative inquiry was to describe parents and educators’ attitudes toward the sustainability of music education in elementary schools in a low-income rural area. Participants were principals, parents, and teachers from four elementary schools and three parent-teacher organizations (PTOs) in a small district in a low-income rural area in the southeast United States. Data were analyzed through open coding to describe details on maintaining music in this elementary school. E themes emerged were reasons for supporting music education in elementary schools and principals’ leadership in overcoming economic challenges in music education. Findings indicated that efforts to maintain music in a school program are motivated by the evident impact on students’ academic performance and everyday activities. E results confirmed that educators’ determination and leadership skills are the support for music in the school curriculum Findings indicated that efforts to maintain music in a school program are motivated by the evident impact on students’ academic performance and everyday activities. e results confirmed that educators’ determination and leadership skills are the support for music in the school curriculum
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