Juchniewicz, J. (2016). An examination of music teacher job interview questions. Journal of Music Teacher Education, 26(1), 56-58.
What did the researcher want to know?
What do principals think are the most important questions to ask when interviewing prospective music teachers? Does a principal’s school level, setting, or years of experience affect which interview questions they believe are more important?
What did the researcher do?
Juchniewicz surveyed 405 principals in North Carolina via an online questionnaire. Respondents were asked to rate the importance of 27 given interview questions and were provided an opportunity to list any additional questions they believed were important.
What did the researcher find?
The top three interview questions rated as most important by principals overall were:
- “How will you connect with your students?”
- “Tell me what I’ll see happening in your classroom.”
- “How would you make sure students are successful in music?”
This table shows the rankings and mean ratings of the top 20 most important interview questions (p. 62):
Perceived importance of questions did not vary significantly by principals’ school level (elementary, middle school, or high school), setting (urban, suburban, or rural), or years of experience (5 or more years or less than 5 years). Among the free responses provided, “integrating other subjects into the music classroom” and “team player/colleague” emerged as common themes.
What does this mean for my classroom?
Regardless of whether you are applying for a music teaching job in an elementary, middle, or high school or in an urban, suburban, or rural area, certain questions are likely to be asked in the interview. “Music teacher candidates should pay particular attention and be prepared to respond to several of the interview questions … rated as very important by principals of the present study” (Juchniewicz, 2016, p. 66).
2 thoughts on “RTRL.08: “An Examination of Music Teacher Job Interview Questions” (Juchniewicz, 2016)”
This surely helps explain the decline in the music programs, principals don’t have a clue.
Just to be clear, these questions didn’t come from the principals. The researcher presented the principals with the list of questions, and the principals rated the importance of each.