This study examined Iowa school administrators’ perceptions of popular music education and identified key teacher attributes valued for its inclusion. Using an electronic survey modelled after previous research, 292 Iowa administrators shared their views on popular music education courses and teacher qualities. Although awareness of popular music education was low, administrators expressed moderate to high interest in integrating courses such as songwriting, guitar and modern band into school curricula. The highest-rated teacher attributes were making music accessible to students with special needs, engaging at-risk students and using innovative teaching methods. These findings highlight areas for curriculum development, suggesting a pathway for popular music education to increase student engagement and inclusivity in schools.
Kevin L. Droe (2026) studied this question.
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