Factors Contributing to Diagnostic Skill Competency of String Teachers

Abstract

The purpose of this study was to determine which factors contribute to the competency of string teachers’ diagnostic skills. Participants were 49 pre-service and in-service orchestra/string music teachers from three geographical divisions as defined by MENC (1984): Eastern (Massachusetts), Southern (Louisiana), and Western (Arizona and California). A researcher-developed survey was organized in three sections: General Information, the Questionnaire, and the Diagnostic Test. Eleven possible contributing factors were examined. Participants’ diagnostic skills were assessed through a researcher-developed diagnostic test. Eleven Two-Way ANOVAs with repeated measures were computed for data analysis. Significant differences were found among subjects by analysis situation, by degree, and between in-service and pre-service teachers.