Exploring rural middle school music teachers’ classroom interaction decision-making levels: A student’s perspective

Abstract

Abstract This study explores students’ perceptions of rural middle school music teachers’ decision-making levels in the context of classroom interactions. Using a questionnaire survey of 246 students from a rural public middle school and follow-up interviews, we investigate students’ overall perceptions and examine differences among students of different genders, grades, and music study experiences. The results indicate that students generally perceive teachers’ decision-making levels to be slightly above average, with no significant differences between male and female students or among different grade levels in their perceptions of teacher decision-making levels. However, students with and without music study experience differ significantly in their perceptions of teacher decision-making levels. The qualitative insights gathered from the student interviews complement the quantitative findings, providing a deeper understanding of students’ perspectives on teacher decision-making in rural music education. Overall, this study provides valuable insights for enhancing the educational practices of teachers and explores effective teaching strategies in rural environments.