Abstract
Data were collected from secondary choral music educators (N = 593) from across the United States using the Choral Classroom Management Inventory. The use of classroom management practices and occurrences of classroom management challenges were evaluated and relationships between teacher background variables, context variables, and classroom management practices and challenges were calculated. Variables with significant correlations were included in the multiple regression analyses to determine predictors of use of classroom management practices and occurrences of classroom management challenges. Results showed that teacher background and context variables accounted for 40% of the variance in use of classroom management practices, and included the teacher background variables of teacher gender, teaching area emphasis, overall teaching experience, classroom management support and music-specific training, and overall classroom management self-efficacy, as well as the context variable of ability (ensemble selectivity). Significant predictors accounted for 22% of variance in classroom management challenges, and included teacher background variables of teacher gender, overall teaching experience, and overall classroom management self-efficacy, as well as the context variable of ability (primary level and ensemble selectivity). Implications for practice and recommendations for future research were provided.