Despite the impact of local, state, and federal education policies on music education practices, little is known about public school kindergarten through 12th grade (K–12) music educators’ political awareness, participation, and beliefs. The following research questions guided this study: How familiar are Indiana music educators with local and national education and music education policies? How politically active are Indiana music educators? To what extent do Indiana music educators trust policymakers and leaders? What do Indiana music educators believe about their own political efficacy? What relationships exist between political constructs, demographic variables, and employment characteristics? Indiana K–12 public school teachers (N = 144) responded to a survey designed to address these questions. Results indicated that while awareness of policies varied widely between respondents, they were overwhelmingly (97%) registered to vote. Participants perceived higher levels of internal political efficacy than external, and efficacy was highest at the local level. Local officials were most trusted, followed by those at the federal level, and then those at the state level. Exploratory investigation showed that neither teacher gender nor age was significantly related to awareness, efficacy, or trust in government, and there were no significant relationships between characteristics of teaching placements and trust in government, participation, or awareness. Findings indicated small significant negative correlations between political efficacy and both county urbanicity and the proportion of non-White students in the district.

The text of this article is only available as a PDF.
You do not currently have access to this content.