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THE EFFECTS OF BAND DIRECTOR
LEADERSHIP STYLE AND STUDENT LEADERSHIP ABILITY ON BAND FESTIVAL RATINGS
P. DRU DAVISON
Memphis City Schools
Abstract
This study examined the relationship between band director leadership styles and the strength of student leadership within the bands. This study also examined the differences between leadership styles, student leadership strength, and band festival ratings (marching and concert). Subjects (N = 42) were band directors from Texas and Arkansas who participated in marching and concert band festivals. The Leadership Measurement Instrument (LMI) was designed to ascertain the strength of student leadership within the band programs, the type of leadership practiced by the directors (autocratic/facilitative), and the marching and concert festival band scores attained by the participants of this study. The data indicated a statistically significant positive relationship (p = .01) for student leadership strength and director leadership style, meaning that band directors with greater facilitative leadership tended to have a greater amount of student leadership within their programs. No statistically significant differences were found for student and director leadership on marching band festival scores. However, data concerning concert band festival ratings revealed significant differences for student leadership strength for concert band festival ratings, favoring high levels of student leadership (p = .018). The data also revealed significant differences for director leadership style, favoring facilitative leaders (p = .004).
About the Author
Dr. P. Dru Davison serves as a lead music teacher and professional development coach for the Memphis City Schools and is currently involved in designing and implementing the music teacher induction program. He holds a PhD in music education from the University of North Texas and a MME and BME from Arkansas State University.
Dr. Davison's teaching experiences range from Gordon-based early childhood programs and Suzuki-based string programs to public school instrumental music programs, college jazz bands, and senior adult music programs. Also, he has presented at numerous state and national conferences and is an active performer and clinician.
Dr. Davison's research interests and presentations include: music
teacher retention; professional learning communities; improvisation;
music learning theory; and self-efficacy.
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