The purpose of this study is to investigate the actual status of music teacher system and perception of elementary music teachers and school administrators in elementary schools in Gyeonggi Province. The research questions for this study are as follow...
The purpose of this study is to investigate the actual status of music teacher system and perception of elementary music teachers and school administrators in elementary schools in Gyeonggi Province. The research questions for this study are as follows: (1) What is the actual status of the music teacher system in Gyeonggi Province? (2) How do music teachers and school administrators in elementary schools perceive music teacher system? (3) What is the difference between the perceptions of music teachers and the perceptions of school administrators regarding the music teacher system? (4) Based on the problems and improvement points of the music teacher system perceived by music teachers and school administrators, what actions could be taken to stimulate the music teacher system?
For this study, references about subject teacher system, music teacher system, and professionalism of music teachers were reviewed. Subsequently, the transition of music teacher system was divided into preparatory stage, implementation stage I, and implementation stage II. In addition, theoretical basis for this study was retained by exploring professionalism of music teachers in elementary schools. Consequently, surveys for music teachers and school administrators were developed to investigate the actual status and perceptions of music teacher system. Furthermore, an interview tool was developed to find out the perception of music teacher system from music teachers who had experience.
The subjects of the survey were 275 music teachers and 253 school administrators who are currently working in elementary schools affiliated with Gyeonggi Provincial Office of Education that have music teacher system. Surveys were distributed to music teachers and school administrators from December 30, 2020 to February 5, 2021. 172 copies (62.5%) of the surveys for music teachers and 220 copies (87.0%) of surveys for school administrators were retrieved. For in-depth analysis of the survey results, interviews with 22 music teachers were conducted from May 24, 2021 to June 18, 2021 who wished to be interviewed among the survey respondents.
The survey analysis on the actual status and perception of music teacher system was quantitatively analyzed using descriptive statistics, t-test, One-Way ANOVA, and chi-squared test(χ²) using SPSS 28. The interview survey results were analyzed qualitatively by coding data from recorded transcription and interview notes.
As a result of analyzing the actual status of music teacher system and perceptions of music teachers and school administrators, the following conclusions were drawn.
First, as a result of analyzing the actual status of music teacher system, music teachers preferred music subject and wanted to be music teachers due to their professionalism. However, there were difficulties resulting from burden of school work and teaching multiple subjects. School administrators tried to operate music teacher system by selecting professional music teachers according to the needs of classroom teachers. There are a number of music teachers who teach music in a music classroom that is not equipped with musical instruments and soundproofing. In addition, contents from online were being used in class instead of musical instruments. Music teachers value practical skills and they are developing their professionalism by applying music teaching methods and materials to their music classes. For music teacher system to be activated, it is necessary to prepare conditions for music teachers to develop their professionalism and to teach music subject intensively.
Second, as a result of analyzing the perception of music teacher system, music teachers and school administrators are aware of needing music teacher system for students' musical growth and development. However, music teachers have difficulties due to other school work, student guidance, music classroom environment, teacher treatment, and relationship with classroom teachers. School administrators recognize the importance of music subject specialization of music teachers, but it is difficult to secure teachers with music professionalism and classroom teachers do not prefer music teacher system which makes it hard for the school to operate music teacher system. In order to stimulate music teacher system, music classroom environment and treatment of teachers are important, but it is important that professional music teachers are assigned priorly so that school members are aware of necessity for music teacher system.
Third, as a result of analyzing the difference between the actual status of music teacher system and perceptions of music teachers and school administrators, there were perception gap in criteria for music selection, music room facilities, perception of the activation of music teacher system, and support from the school and Office of Education. There must be a clear standard for objective judgment as to whether a teacher has the right qualification for being a music teacher. School administrators consider music teacher system more important than that of music teachers and perceive that music classroom facilities and support for music classes are in good condition. There should be support for musical instruments and learning materials required for music class through communication with music teachers who actually teach music classes.
Fourth, as a result of analyzing the interview survey conducted with music teachers for an in-depth understanding of music teacher system, the music teachers feel rewarding and satisfied while teaching music but face various difficulties as a music teacher which makes it difficult to continue to be music teachers. In spite of the difficulties, music teachers are continuously striving for musical growth of their students and developing their professionalism. School members are required to provide an opportunity for professional music teachers to do better in music classes, and to cooperate so that the music teacher system could be well established to provide music education for children.
As a result of analyzing the actual status and perceptions of music teacher system, music teachers must develop their professionalism with passion and sense of duty and work hard to do well in music classes in order to stimulate the music teacher system. School members should raise awareness of the necessity of music teacher system, and school administrators should consider music subject specialization preferentially when assigning music teachers. The Office of Education should provide institutional support so that professional music teachers can continue to take charge of music subject. At the beginning of implementation of subject teacher system, training was conducted at the Office of Education so that music teachers could have professionalism along with other support. The Office of Education needs to create a talent pool to manage music teachers as part of supervision over the operation of music teacher system. It is necessary to secure professional music teachers priorly, so that music education can be continuously conducted with enough music teachers. With the efforts of music teachers, school members’ awareness, and support from the Office of Education, good quality music education will be realized systematically by the music teachers.