Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Debra Espinor, EdD

Second Advisor

Eloise Hockett, EdD

Abstract

This study aimed to develop a sustainable and mission-focused framework for music  education in Catholic elementary schools, in order to bridge the gap between the theological ideals of Catholic education and the lack of operational models for its implementation. The problem had significant implications for school leaders, music teachers, and students, as it restricted the potential of the school’s music programs to support the development of Catholic identity and liturgical participation.

The purpose of this study was to develop a field-informed and consensus-driven framework based on Catholic identity, sustainability, and expertise. The conceptual framework for this study integrated theological and liturgical foundations, educational practice, and organizational capacity to guide program design and implementation.

A qualitative Delphi methodology with descriptive statistics was used for this study. A purposive panel of experts in theology, music education, and educational leadership participated in a pilot study followed by three iterative rounds of data collection. In Round One, substantial qualitative data were collected and analyzed using thematic analysis, resulting in 122 statements organized into nine categories. In Round Two, participants assessed the statements using a Likert scale and a priority ranking task to further refine the emerging framework. In Round Three, participants validated and refined the emerging framework using structured feedback. This resulted in the development of a three-tier framework comprising 108 statements. The final member checking was conducted after Round Three for final validation of the framework. Data analysis integrated inductive coding, descriptive statistics, and established consensus thresholds.

Findings revealed strong consensus on the primacy of theological and liturgical foundations, integrated student learning outcomes, and the critical role of leadership and governance in sustaining music programs. The final framework consisted of 13 core elements for all music programs, 35 essential elements for most music programs, and 60 supplementary elements as additional suggestions. This structure balanced fidelity to mission with contextual adaptability.

The study concluded that mission-aligned music education was necessarily informed by theology, integrated in pedagogy, and supported in organizations. The importance of this study was that it provided a framework for implementing, assessing, and improving music programs within Catholic school contexts. The implications include developing Catholic identity through music and making music programs more sustainable through leadership and structured design. Future research should examine the outcomes of implementing this framework and expand perspectives to increase stakeholder perspectives and diverse contexts.

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