“Finding my voice” : a phenomenology of the leadership identity development of teacher-leaders in music education

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Nicole K. Ramsey (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Brett Nolker

Abstract: Music education professional organizations, helmed primarily by volunteer teacher-leaders, play a pivotal role in curriculum and standard design, advocacy efforts, and preservice and inservice music teacher professional development. Though the profession is self-led, music educators often receive no formal leadership education or training. The purpose of this hermeneutic phenomenology was to explore the lived experience of music educators’ leadership identity development (LID) and illuminate the essence of their development into successful teacher-leaders. Through a series of three semi-structured, individual interviews with 13 leaders of state- and national-level music education professional organizations and hermeneutic reflective journaling, I sought to answer four research questions: (a) How do successful teacher-leaders in the music education profession experience leadership identity development? (b) How do music teachers’ leadership experiences relate to their teaching experiences? (c) How, if at all, do music educators experience formal leadership education or training? and (d) How, if at all, do music educators experience informal leadership education or training? Primary influences on participants’ LID included informal, on-the-job learning, interactions with mentors, and family, peer, and teacher influences during primary socialization. While development of their leadership and music teacher identities intertwined in the classroom, there were also distinct differences in participants’ journeys to viewing themselves as professional and organizational leaders. Those guiding music educators’ professional development, including professional organization leadership and music teacher educators, should consider providing structured leadership education and hands-on leadership experiences to assist with music educators’ leadership identity development.

Additional Information

Language: English
Date: 2022
Leadership, Leadership identity development, Music education, Phenomenology, Teacher-leaders
Music teachers $z United States
Identity (Philosophical concept) $x Leadership
Career development

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