[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600077-105":59,"doc-detail-600077-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","contributions-to-music-education-vol-46-2021-principals-with-music-teaching-backgrounds-interactions-with-the-school-music-program","Contributions to Music Education - Vol. 46 (2021) - Principals with Music Teaching Backgrounds: Interactions with the School Music Program","","This instrumental case study explores how public school principals who previously worked as music teachers interact with music teacher employees, including how their teaching backgrounds shape professional development approaches and advocacy for school music programs. Five former music-teacher principals shared perspectives on workplace relationships, readiness for administrative roles, and internal advocacy within schools. Findings highlight miscommunication points and support the need to strengthen music program advocacy to other school teaching staff members.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/contributions-to-music-education-vol-46-2021-principals-with-music-teaching-backgrounds-interactions-with-the-school-music-program/600077/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/contributions-to-music-education-vol-46-2021-principals-with-music-teaching-backgrounds-interactions-with-the-school-music-program/600077.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the instrumental case study?","Question",{"text":112,"@type":113},"To explore public school principals’ perspectives on how their backgrounds as music teachers affect interactions with music teacher employees and advocacy for school music programs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated in the study?",{"text":117,"@type":113},"Five principals who formerly worked as music teachers were interviewed about their interactions, professional development approaches, and advocacy.",{"name":119,"@type":110,"acceptedAnswer":120},"What themes and implications are highlighted?",{"text":121,"@type":113},"Themes include diplomatic relationships and principals’ sense of belonging and readiness for administration. The study implies increased music program advocacy is needed for other members of the school teaching staff.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600077,1792167113,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Contributions to Music Education Vol. 46 (2021), pp. 189-206.  \nBetHany nickel Case Western Reserve University  \nPrincipals with Music Teaching Backgrounds: Interactions with the School Music Program  \nThe purpose of this instrumental case study was to explore the perspectives of public school principals who began their careers as music teachers  . Five principals who formerly worked as music teachers were interviewed about their interactions with music teacher employees, their approaches to professional development, and their music program advocacy . Approaching the topic from the perspectives of musician-administrators was a helpful way to gain insight into common areas of miscommunication between music teachers and principals  . Themes included diplomatic relationships, principals’ sense of belonging to the music world and sense of readiness for administrative work, and internal advocacy . Implications included the need for increased music program advocacy to other members of the school teaching staff  .  \nKeywords: principal, advocacy, lifelong music participation, workplace relationships  \nIntroduction  \nPrincipals develop school working environments by forming relationships with teaching staff. No known research has been conducted from the perspectives of principals on how their teaching backgrounds impact their working relationships with teachers. For example, a principal with little to no background in music may promote music program goals differently than a principal who began their career as a music teacher. Music teachers are particularly dependent on interactions with administrators, because music is an elective subject with community presence and longevity in students’ lives (Abril & Bannerman, 2015) . Despite the importance of productive relationships with principals to music teachers’ success, music education researchers have rarely discussed interactions between music teachers and principals from the principals’ point of view. In order to expand the scholarly conversation about how principals interact with music teachers, this study ad-  \nContributions to Music Education  \ndressed the influence of music teaching backgrounds on administrators’ experiences with the music programs in their schools.  \nReview of Literature  \nAbril and Gault (2006, 2008) conducted seminal surveys on how principals perceive school music programs. They asked elementary and secondary principals to share their ideal music learning outcomes and educational goals and to list the factors that affect music education in schools. According to their findings, principals were in favor of increasing both the variety of music offerings and the number of cross-curricular lessons taught in music classrooms. Additionally, principals were aware of the budgeting and scheduling conflicts that music teachers face. Abril and Bannerman (2015) found that elementary music teachers rated principal support as highly influential to the school music program.  \nAs reflected by the above studies, a productive working relationship between principals and music teachers is necessary for a healthy music program, just as clear communication with principals can enhance the success of any school program. Researchers in education have explored the impact of principals’ communication practices on teachers’job satisfaction (Griffith, 2003; Shen et al., 2012), relationships with students (Elstad, 2008; Gigante & Firestone, 2007) and emotional distress (Berkovich & Eyal, 2018). Hollingworth et al. (2018) recommended that principals have an open-door policy when communicating with teachers, and should be both active in professional development events and visible around the school. Music education researchers have examined the impact of principals upon the success of elementary, middle, and high school music programs as well as on the job satisfaction of the music teacher (Baker, 2007; McLain, 2005) . Principalshave described themselves as one piece of a puzzle that encourages ","cbCaivenUAZcrXDy","https://ap.wps.com/l/cbCaivenUAZcrXDy","pdf",177006,18,"English","# Introduction\n# Review of Literature\n## Principal–Teacher Communication\n## Principal Advocacy for Music Programs\n## Research Gaps on Implementation","[{\"question\":\"What is the purpose of the instrumental case study?\",\"answer\":\"To explore public school principals’ perspectives on how their backgrounds as music teachers affect interactions with music teacher employees and advocacy for school music programs.\"},{\"question\":\"Who participated in the study?\",\"answer\":\"Five principals who formerly worked as music teachers were interviewed about their interactions, professional development approaches, and advocacy.\"},{\"question\":\"What themes and implications are highlighted?\",\"answer\":\"Themes include diplomatic relationships and principals’ sense of belonging and readiness for administration. The study implies increased music program advocacy is needed for other members of the school teaching staff.\"}]","Contributions to Music Education - Vol. 46 (2021) - Principals with Music Teaching Backgrounds: Interactions with the School Music Program | PDF",1792089987,45]