A narrative of K-12 rural tenured music teachers : stories of those who stay the course

Abstract

This qualitative study examined the stories of tenured rural K-12 music teachers in northwest Missouri. The study sought to determine the reasons tenured teachers remain in rural public settings. Guided by the conceptual underpinnings of retention, rural education, and rural music education, the researcher conducted interviews with teachers and administrators, analyzed documents, and analyzed field notes collected from the six school district building sites employing the participants. Completed research helped to identify three emerging themes: (a) scheduling, (b) administration, and (c) culture. The six participating music teachers agreed the frustrations associated with scheduling could be overcome when transparent communication with administration was coupled with continual student rapport building over time. Recommendations for rural administrators, professors of pre-service music teachers at institutions of higher education, and implications for future research relevant in rural music education settings were included.