Attitudinal factors of teachers regarding arts integration

Sara Elston Williams, University of Southern Mississippi


The integration of the arts provides an enriched learning and teaching environment where teachers become facilitators of meaningful and engaging activities and lessons that increase student achievement. This study examined the attitudinal factors possessed by educators in schools who participate in the Whole Schools Initiative and those who do not. This study also reported the perceptions of arts integration by classroom teachers who participate in the Whole Schools Initiative and those who do not participate in the Whole Schools Initiative. The Teaching With the Arts Survey (TWAS) was used to determine if statistically significant differences exist on teacher attitudes, self-efficacy, and personal characteristics concerning their use of the four major art forms - dance, music, theater, and visual arts - in their teaching practice. This study included both quantitative and qualitative components. The qualitative components of the study were two open-ended questions included in the TWAS survey. In the absence of more current literature the foundational studies involving the three constructs of this study were still explored. Research discussed in this study provided an overview of educational trends, the history of arts integration, and an examination of research involving the three constructs included in this study. The goal of the research was to present information to educators, administrators, and arts organization directors to use when determining the attitudes of teachers regarding arts integration.