Elementary General Music Teachers’ Preparation in Classroom Management

Abstract

The purpose of this study was to examine elementary general music teachers’ classroom management preparation within music teacher education programs. Participants ( N = 341) were active elementary general music teachers as identified by the National Association for Music Education (NAfME). Descriptive data included frequencies, percentages, and cross-tabulations. The most frequently reported sources of classroom management preparation were mentoring from a licensed teacher and supervised fieldwork, while creating classroom rules and expectations and teaching procedures were the most frequent examples of within-course content. Participants were most satisfied with their preparation received through licensed teacher mentoring and supervised fieldwork. Implications for music teacher educators are presented.