Interpretive study of four secondary level male music teachers in Northwestern Ontario

Abstract

The relative dearth of qualitative studies on characteristics of exemplary secondary level music teachers buttressed the need for this thesis. I selected four secondary male music teachers deemed exemplary by members of their communities. Within the context of their environments, and via extensive conversations, I recorded their responses to the following question: "What is the experience of being an exemplary music teacher?" From their responses the most significant qualities emerged in the form of themes and thematic strands, which I then compared with the characteristics of exemplary music teachers found in the literature. The participants agreed that one must be prepared to work many hours beyond what is contractually required if one is to achieve exemplary status. Associated with this time commitment is the fact that one must exert a great amount of energy in his music teaching activities. Next, the participants discussed the attachments they develop with their students as well as the sacrifices they must make in their personal lives with respect to relationships. Finally, the last three main themes deal with the need for financial prudence, a comprehensive knowledge base, and an underlying love for music. A strong correlation exists between the findings and the literature.