Date Approved

6-23-2026

Embargo Period

6-23-2027

Document Type

Dissertation

Degree Name

Ed.D. Educational Leadership

Department

Educational Leadership, Administration & Research

College

College of Education

Advisor

Shelley Zion, Ph.D.

Committee Member 1

Sarah, Ferguson, Ph.D.

Committee Member 2

Adrian Barnes, Ph.D.

Keywords

Floating Music Teacher;Itinerant Music Teacher;Music Education;Scheduling;Systemic Challenges;Traveling Music Teacher

Disciplines

Arts and Humanities | Music | Music Education

Abstract

This qualitative study examines how itinerant music teachers in New Jersey make meaning of their roles within structurally complex teaching environments. These teachers travel across schools, schedules, and spaces while managing multiple ensembles, often within cost-effective staffing models that overlook how systemic conditions shape their experiences. Using heuristic inquiry, data from semi-structured interviews, a researcher reflection journal, and artifact observation were analyzed through inductive thematic analysis with in vivo coding. Guided by Critical Systems Theory, this analysis examined how structures such as scheduling, space allocation, and staffing models influence teacher experiences. Five interrelated themes emerged: (1) Identity & Belonging, (2) Shifting to Fit, (3) Misaligned and Fragmented, (4) Systemic Disconnect & Conditional Administrative Support, and (5) Resilience & Empowerment. Findings indicate that challenges are systemic rather than individual, affecting instructional consistency, teacher identity, and program sustainability. This study reframes itinerant music teaching as a systemic phenomenon and identifies leverage points to improve policy, scheduling, practice, and organizational support, highlighting the need for more equitable and sustainable school structures.

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Available for download on Wednesday, June 23, 2027

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