Teachers' Level of Instructional Skills and Their Problems Encountered in Music Education

This study assessed the instructional skills of elementary music teachers and the problems they encountered in music education, recognizing the crucial role of teacher competence in achieving the goals of the K to 12 Music Curriculum.

A descriptive research design was employed involving 111 primary and 119 intermediate public elementary school music teachers from three school divisions. Data were gathered through researcher-made questionnaires and supplemented by interviews with school administrators. Weighted means, frequency counts, and percentages were used to analyze the level of teachers’ knowledge, skills, and perceived challenges.

Findings revealed that teachers are generally moderately knowledgeable about the goals and objectives of music teaching (composite means: primary = 2.99; intermediate = 2.83). They have limited knowledge of curriculum content, particularly texture, harmony, and vocal techniques, and display inadequate skills in the use of melodic and non-melodic instruments (overall means: primary = 1.82; intermediate = 2.01). Teachers also reported limited competence in using authentic assessments and in creating instructional materials. The top concerns identified were inadequate knowledge of curriculum standards, lack of training in music pedagogy, and insufficient musical instruments and resources.

Results highlight the urgent need for continuous professional development focusing on specialized music pedagogies, instrumental proficiency, assessment literacy, and instructional material development. Strengthening resource support and aligning teaching practices with curriculum standards are crucial for improving music instruction and fostering students’ musical growth.