Abstract

K-12 administrators' beliefs about the purpose and value of music education have resulted in inconsistent support for students' access to music education in public schools. This study sought to examine administrators' philosophical views about music education and factors that may influence those beliefs, contributing the first known application of a praxial framework in assessing administrator belief systems. I developed a survey incorporating Song's (2025) Philosophical Beliefs Scale (Ph.B. Scale) to measure utilitarian, aesthetic, and praxial philosophical perspectives, along with key demographic and contextual characteristics. Participants (N = 65) were recruited via e-mail and K-12 administrator Facebook groups and represented a broad range of backgrounds and experiences, including 19 former music teachers (29.2%). Data analysis revealed a strong preference for the praxial philosophical framework (M = 4.97, SD = 0.26), with utilitarian (M = 4.54, SD = 0.77) and aesthetic (M = 4.59, SD = 0.80) views endorsed at similar but lower levels. LASSO regression analyses indicated modest predictor tendencies for utilitarian and aesthetic beliefs, although no predictors were retained for the praxial framework. These results highlight the need for further research to examine why administrators hold particular philosophical views about music education and how these beliefs develop. Findings also underscore the importance of expanding philosophical frameworks in future studies, as traditional utilitarian and aesthetic models have diversified in contemporary music education discourse. Such work may help identify ways to strengthen communication and advocacy between music educators and school leaders.

Degree

College and Department

Fine Arts and Communications; Music

Rights

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