Examining how voice teachers influence student achievement

Fletcher, Heather;Davidson, Jane;Krause, Amanda E.

Abstract

While studies have defined voice teacher expertise, seldom have associations been made between voice teachers and their students’ performing achievements. This study investigated which characteristics and attributes of successful classical and music theatre voice teachers influence student success. A sample of 123 Australian voice teachers (77% females, 22% males, 1% non-binary), aged 26-78 years old (M=48.23), completed an online, quantitative survey examining teacher background, experience, and genre. Additionally, standardised, quantitative measures examined psychological components such as teacher empathy and leadership. Findings demonstrated statistically significant associations between greater student achievement and the teacher’s own performance and teacher training and achievements as well as the number of students they have taught. Additionally, teacher leadership, specifically training facilitation and positive feedback, was statistically positively associated with student achievement. Teacher genre was not found to influence student success. These findings indicate that incorporating leadership training into voice pedagogy courses, while facilitating ongoing performing and professional development, could contribute to voice teacher expertise which would conceivably produce more successful students.

Journal

Journal of Singing

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1086-7732

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Publisher

National Association of Teachers of Singing

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DOI

10.53830/HHJH1114