Secondary Instrumental Music Educator Instructional Strategies, Competencies, and Perceived Knowledge Gaps: A Descriptive Design Study
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Authors
Janson, Elisa
Issue Date
2025-10
Type
Dissertation
Language
en
Keywords
music teacher preparation , educator competencies , secondary instrumental music education , Educational Leadership & Learning Lifelong
Alternative Title
Abstract
The problem addressed by the study was the knowledge gap between the expected competencies of secondary instrumental music educators upon entering the field and their ability to deploy modern instructional strategies based on the demands of the contemporary classroom. The purpose of the qualitative descriptive study was to explore the instructional strategies actively used in the secondary instrumental music classroom, the competencies required for educators to remain relevant and effective as they employ modern strategies, and the perceived knowledge gaps in educator preparation. The study’s conceptual framework integrated literature on music educator competencies, instructional design, and teacher preparation to analyze the alignment between educator training and the evolving demands of secondary instrumental music classrooms. Data collection was semi-structured interviews and focus group with N=19 U.S.-based secondary instrumental music educators and fine arts administrators using maximum variation sampling. Braun and Clarke’s six-step thematic analysis framework guided data analysis. Findings generated updated frameworks for instructional strategies, competencies in secondary instrumental music education, and misalignment between university preparation and the demands of contemporary classrooms, especially in non-performance instruction, entrepreneurial knowledge, and personal development. Findings align with existing research highlighting the need for curriculum modernization in preservice music teacher education. Recommendations for practice include embedding comprehensive pedagogical training, administrative preparation, personal competencies, and prioritizing holistic skill development to better equip music educators for the psychological, professional, and instructional challenges of modern classrooms. The study contributes actionable insights for improving music educator effectiveness, program sustainability, and long-term career viability in the post-pandemic era.