Perceptions of Role Expectations and Performance of the Music Coordinator

Abstract

The purpose of the study was to examine the general conceptual relationship between role expectations and perceived performance of the music coordinator. Dimensions of these concepts focused on the functional components of: administration (routine and staffing), and program (curriculum/research and evaluation). The design of the study included development of the Role Expectation Behavior-Evidenced Questionnaire (REBE). An independent panel of five music experts each attested to the validity of the content and construct of the items on the final form of the REBE, which was administered to a stratified sample of 153 school districts in New York State having music coordinators. The subjects included the chief school officer, the school board president, the music coordinator, and two randomly selected music staff members from each of the participating school districts.

The research instrument proved effective in discriminating among perceptions held for role expectations and job performance of the music coordinator by the four referent groups studied. Analysis of the data revealed statistically significant disagreement among the four respondent groups in their respective perceptions of the role of the music coordinator. These differences suggest an apparent lack of clear definition and understanding of the role, responsibilities, and authority of the music coordinator. Throughout all analyses, the significant differences realized among the respondent groups served only to underscore the conflicting levels of expectation and performance established for the music coordinator.