Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

12-2016

Committee Chair or Co-Chairs

Virginia Foley

Committee Members

Cecil Blankenship, John Boyd, Don Good

Abstract

The purpose of this quantitative study was to determine the perceptions of Northeast Tennessee Educators regarding arts integration. Specifically this study was an examination of the perceptions of district and K-8 school level administrators, K-8 general classroom teachers of math, science, social studies, or literacy, and K-8 arts specialists of dance, drama, music, or visual arts. Nine school districts in Northeast Tennessee agreed to participate in the study. Data were collected through an online survey system, SurveyMonkey.com. Data from 179 participants were used in the study. Seventeen items from the survey were measured on a 5-point Likert scale. Those items included: perceived need, claims of implementation, responsibility of implementation, comfort level for implementation, and the perceived possession of adequate resources and reported professional development for arts integration practices.

The results concluded K-8 arts specialists' perceived need for arts integration, claims of arts integration implementation, and perceived comfort level for arts integration implementation were significantly higher than K-8 general education teachers. Additionally, individuals with previous arts experience in high school or college had a significantly higher perceived comfort level for arts integration implementation that individuals with no previous arts experience in high school or college. However, there were no significant differences in perceived need for arts integration, claims of arts integration implementation, and perceived comfort level for arts integration implementation between district and school level administrators and K-8 general education teachers, and between district and school level administrators and K-8 arts specialists. Subsequently, there were no significant differences among district and school level administrators, K-8 general education teachers, and K-8 arts specialists in regards to perceived responsibility for arts integration implementation, perceived possession of adequate resources for arts integration, and reported offerings of professional development for arts integration.

Document Type

Dissertation - Open Access

Copyright

Copyright by the authors.