In this study, I investigated the relationship between the diagnostic skills of string teachers and the performance competencies of their students in simple detaché violin bowing. Twenty-two string teachers took a video violin-bowing diagnostic skills test. Three students of each teacher were randomly selected and their violin bowing skills were rated. Data revealed no significant correlation between the diagnostic test scores of the teachers and the performance ratings of their students. In addition, teachers rated the influence of 22 different factors on the development of the performance competencies of their students.
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