Post-primary music education in Ireland: Principals’ perspectives
Bowe, Marie-LouiseORCID: 0000-0001-9065-1103
(2014)
Post-primary music education in Ireland: Principals’ perspectives.
In: MISTEC 20th International Seminar, 14-18 July 2014, Curitiba, Brazil.
ISBN 978-0-9942055-5-1
The purpose of this mixed methods study was to investigate, describe, and understand the current
provision of music education in post-primary (secondary) schools in Ireland as reported by school
principals. Data included a large-scale national survey (n = 410) with a 59% response rate and 17
follow-up face-to-face interviews. The findings revealed how music instruction was provided for, in
addition to principals’ expectations of music programs and music teachers. Using a systems ecological
framework, factors influencing principals’ support of music in schools were also identified.
It was found that music education practices are inconsistent throughout post-primary schools to the point
of insidious decline in many schools, as principals are not all exercising the autonomy granted to them to
develop equitable curricula and music-making opportunities. Music programs tended to exist less
frequently in all-boys’ schools and in smaller schools.
Based on the degree to which principals demonstrated commitment to the implementation of music in
their curricula, three distinct types of principals emerged and were categorized as the Progressives
(managing schools with exemplar music programs), the Maintainers (struggling to develop music in their
schools) and the Disinclined (unwilling or unable to implement music in their schools).
The majority of principals articulated high expectations for music in the school and communicated the
importance of music in the curriculum for aesthetic, utilitarian, and extra-curricular benefits. However,
principals’ glowing endorsements of music education did not necessarily translate into action and
implementation. Principals highlighted that the vibrancy of a music program is contingent upon
recruiting competent, committed, and positive music teachers who act as evangelists for music. The
absence of a clear and cohesive framework for principals from centralized government, the Department
of Education and Skills (DES), is inimical to the development of music in schools; whereas creative
funding, scheduling, and recruitment strategies facilitate the support of music in schools.
The primary recommendation resulting from this study is that a pyramidal governance structure is
required so that the DES takes a stronger leadership role by developing relevant and cogent music
education guidelines for principals and music teachers.
Item Type:
Conference or Workshop Item (Paper)
Event Type:
Seminar
Refereed:
Yes
Uncontrolled Keywords:
music education; Ireland; post-primary; secondary; school music; principals