Classroom management, presentation, and organization skills are significant predictors in the success or failure of teachers regardless of subject. Elements of this type have been categorized in the literature as general pedagogical knowledge (GPK). The purpose of this quantitative study is to determine if a relationship exists between music teachers’ rankings of importance for GPK variables and the variables related to primary teaching assignment, grade level, teaching experience, and school size. Band and orchestra directors (N = 173) ranked the variables organize and plan instruction; develop rules, routines, procedures, handbooks, etc.; enforce classroom rules promptly and consistently; and develop relationships with students highest of all GPK variables. Some of the findings in this study suggest that band and orchestra directors may approach their time in classrooms differently based on their teaching assignment and grade level. Results give an insight into the specific nature of classroom management as it relates to music settings.
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