Perception differences of string-trained and non string-trained music educators who teach strings in Iowa and Nebraska

The purpose of this study was to gather the perceptions of string-trained music educators and non string-trained music educators who teach strings and/or orchestra in Iowa and Nebraska. Specific research questions included: (1) did string-trained/non string-trained music educators receive encouragement as a pre-college student to become a string music educator; (2) are string-trained/non string-trained music educators satisfied with the string training they received as an undergraduate student; (3) do string-trained/non string-trained music educators feel they need to supplement their string training with string clinics and teacher training seminars; (4) do string trained/non string-trained music educators feel competent as string teachers?; The participants of the study included string music educators from the states of Iowa and Nebraska employed during the 2007-2008 school years. There were 70 string music educators in Nebraska and 108 string music educators in Iowa who received the questionnaire. An approximate return rate of 58% was achieved.; This study determined that the majority of both string-trained and non string-trained educators decided to become music teachers while still in high school, and these educators were encouraged by their high school music instructors, parents, and private instrument instructors to become music educators. Most of the respondents took a string methods/pedagogy class and found it to be of only a moderate value. The majority of respondents reported that they are provided with professional development activities through their school systems and are taking advantage of these opportunities. Finally, the non string-trained educators were found to have much less confidence when demonstrating rehearsal techniques for string classes than their string-trained colleagues.