Music Proficiency Level of Elementary Teachers and Its Relationship to Learners' Music Proficiency Level

This study assessed the music proficiency level of elementary teachers and examined its relationship to the music proficiency of Grade 6 learners in selected public schools in Flora District, Apayao. The study used a descriptive, comparative, and correlational research design. the study gathered data from five Grade 6 teachers and 121 learners through a 50-item music proficiency test based on Grade 5 curriculum standards. Teachers’ profiles, including age, educational attainment, years of experience, and music-related training were also collected.

Findings revealed that most teachers demonstrated low to moderate proficiency, with no formal training in music. Learners, meanwhile, scored poorly, particularly in complex elements such as melody and harmony. ANOVA confirmed a significant difference between teacher and learner proficiency levels. However, no strong correlation was found between teacher demographic profiles and learner performance. Qualitative responses highlighted key challenges including lack of training, limited instructional time, and difficulty teaching advanced musical concepts. A Comprehensive Music Capacity-Building Program (CMC-BP) was proposed to address these gaps.