Volume 1 - Issue 1 - DBU Journal for K-12 Educational Leadership - Page 57

Journal for K-12 Educational Leadership 55 of the Texas Music Administrators Conference (TMAC) through the design of the survey instrument: 1. What competencies do Texas music administrators perceive as important in the selection of a school music education leader? 2. Howwere the competencies of amusic administrator assessed during the hiring process? 3. How do the perceptions in terms of music education leader competencies differ according to the primary arts background (dance, music, theatre, visual arts, none, or other) of the central music administrator? The current study employed a quantitative research method using descriptive statistics to analyze the data gath- ered through an online survey using an adaptation of an ex- isting instrument. Permission was sought and granted by Rammer (2007) and Cavazos (2012). Rammer (2007) devel- oped the instrument to survey superintendents in Wiscon- sin with regard to research-based hiring practices of princi - pals. Cavazos (2012) modified the instrument for principals in south Texas based on Rammer’s findings. This music administrator survey essentially substituted central office music administrator for principal. Cavazos (2012) also dis- aggregated data based on the building level of the principal: elementary, middle, or high school. This music administra- tor survey substituted primary fine arts background of the music administrator for building level as used in the survey by Cavazos. Section one of the survey collected demographic infor- mation. Section two of the survey asked respondents to what degree, on a five point Likert-type scale, they felt each of the 21 competencies of an effective school leader (Mar - zano et al., 2005) is important when hiring a central office music administrator. Respondents were also able to include up to two additional competencies they felt were important when hiring a central office music administrator. Findings The current study found that Texas music administrators agreed that the 21 competencies of an effective school lead -