Date of Award

Fall 2021

Document Type


Degree Name

Doctor of Education (EdD)


College of Education


Department of Education

Primary Advisor

Dr. Sarah Yates

Second Advisor

Dr. Thomas Gollery

Third Advisor

Dr. Samuel Bennett


Arts integration is a proven cross-cultural methodology for instructing through and with the arts (Sterman, 2018). Professional development experiences are met with enthusiasm and interest; however, a disconnect exists between completion of training and implementation of learned practices. Providers are, therefore, led to question program design and delivery (The Kennedy Center, n.d.). The purpose of this quantitative study was to evaluate the impact of training on perceptions of self-efficacy of teachers participating in The John F. Kennedy Center for the Performing Arts’ professional learning programs and the implementation of arts integration strategies. Using a researcher-created instrument, 51 teachers from within The John F. Kennedy Center for the Performing Arts’ Partners in Education national network were surveyed. Upon completion of arts integration training, participant responses regarding self-efficacy resulted in a very large effect of change. Contrary to expectations, however, the greatest degree of effect as a result of the study’s intervention was reflected in “Efficacy in Developing Arts-Integrated Lessons” as opposed to “Basic Understanding of Arts Integration,” as hypothesized. In an openended post-survey prompt, participating teachers additionally offered insights into lack of utilization by citing the need for on-going, in-service coaching in order to implement practices learned. Implications for current professional practice and recommendations for future research involve examination of training programs and processes to adequately address and resolve the discordance between the number of teachers participating in professional development opportunities and those eventually utilizing arts integration instructional strategies (Americans for the Arts, 2020).