Abstract

Executive leadership in music departments and schools is central to influencing the work environment and perspectives of music faculty. Survey responses of a national sample of ranked music professors (N=1,345) were analyzed to examine the relationship between faculty perceptions of leaders and faculty work perspectives. We ran a series of multiple regressions to understand the relationships between faculty work dimensions and their perceptions of leaders utilizing the Positive Leadership Model (PL): work climate, communication, relationships, and meaning. Quantitative analysis shows that music faculty who participate in vision setting, curriculum development, and budget planning view their leaders in a positive light in all four PL dimensions. A fair, consistent, and balanced evaluation system is also associated with all areas of Positive Leadership. In response to an open-ended question to describe ideal work conditions, music professors expressed their concerns, specifically about leadership, funding, balanced workload, tenure and promotion, communication and transparency, professional development, and institutional goals and values. These comments were analyzed for their content and put into the four PL frames. A new nomenclature emerged from the data—structure, indicating that music professors looked beyond the PL model. In a word, they pointed to the academic structure that hampers their work perspective and optimistic view of executive leadership.

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1676 Last modified on January 24, 2022