Aspects of Private Piano Teacher Decision-Making in London, England

Abstract

Aspects of the decision-making of 15 private piano teachers in south-western and western London in 16 policy areas are described: six examples of administrative decisions; four examples of student-related decisions; three examples of curricular decisions; and three examples of instructional decisions. The findings, based on in-depth focused interviews, show private piano teaching as a predominantly part-time occupation in which teachers are comparatively isolated, relatively independent and localised decision- makers. The decision-making process is egalitarian rather than hierarchical and institutions primarily function in an advisory or supportive capacity. Despite a decision-making role that is wider, especially in regard to the prominence of administrative function, than that typical in institutional teaching, the majority of private piano teachers are more interested in traditional teaching functions, e.g. student-related, curricular and instruc- tional matters, than in the administrative, organisational or business aspects of their studios. Implications for further research are then discussed.