Volume 1 - Issue 1 - DBU Journal for K-12 Educational Leadership - Page 56

54 of the music administrator. Consequently, public schools have no research-based method to hire or evaluate the music administrator. It was therefore important to study (a) how the 21 be - haviors or responsibilities (competencies) of effective school leaders (Marzano et al., 2005)—as shown in Table 1—are considered most valuable or important from the perspective of the Texas music administrator, (b) how these competen - cies were assessed during their hiring process, and (c) to de - termine if response variety exists to the aforesaid in relation to the arts background (dance, music, theatre, visual art, none, or other) of the music administrator. Method The current study was a survey of the 2014-2015 Texas Music Administrator Conference active membership. The population included active members of TMAC (minus the researcher) for an eligible pool of 138. The response rate of the survey for the current study was 70%. Three specific questions were posed to the membership Jeremy L. Earnhart, Ed.D.