Abstract
Although a substantial amount of scholarly peer-reviewed literature connects the concepts of leadership, communication and trust to business and educational settings, there is an absence of similar literature within music educational settings and evidence-based leadership training materials within music pedagogy. Some music-related communication behaviors lead to trusting interpersonal relationships and psychologically safe musical settings while other communication behaviors erode relationships and group cohesion. The purpose of this qualitative hermeneutic phenomenology study was to explore the relationship between communication behaviors and music group cohesion through accounts of music instructors who are also music directors and adult musicians. The primary data came from in-depth interviews with a non-probability purposive sample group of 10 professional music instructors who are also music directors and 10 adult music students. The following research questions guided the interview protocol and analysis of the study: What communication behaviors are reported by music instructors who are also music directors and adult music students as supporting and eroding music group cohesion? What communication behaviors are reported by music instructors who are also music directors and adult music students as supporting and eroding participation continuance? Chapters 1-3 outline the topic and problem, then present a literature review and detailed methodology description. A unique intention of this research study was to help further identify the term “music group cohesion” to either confirm prior definitions or provide a new clarified definition. The findings and results section in Chapter 4 confirmed prior definitions of music group cohesion from the literature and contributed an enhanced definition. Chapters 4 and 5 of the Dissertation in Practice include the results, findings, discussion and overview of the dissertation that answered the research questions and contributed unique research to fill gaps in scholarly peer-reviewed literature by addressing the need for leadership, communication and conflict resolution training within music pedagogy programs.
Keywords: communication; group cohesion; leadership; trust; music pedagogy; psychological safety