Classroom Management in Music Ensembles: Exploring the Relationship between Perceived Classroom Management Skills and Performance Achievement

Abstract

As literature repeatedly has stated that classroom management is a great area of concern for teachers, the present study was conducted in an attempt to determine whether a relationship exists between classroom management skills and performance achievement among directors of music ensembles in western Michigan. Subjects (n=28), selected from Michigan School Vocal Music Association’s District Ten, responded to a mail survey providing answers to various questions pertaining to their classroom management skills and education experience. Also volunteered by the participants were the District Festival ratings received by their ensembles during the past three years. These ratings served as the measure for performance achievement for the purpose of this study. Results indicated significant, moderate correlations between three separate management variables and performance achievement. Also revealed was the fact that 93% of the music directors surveyed feel that classroom management is an important element leading to successful performance achievement with their ensembles.

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