Music Teachers’ Motivations, Competencies, and Challenges in Public Elementary Schools in Sorsogon City, Philippines
DOI:
https://doi.org/10.37134//mjm.vol14.2.1.2025Keywords:
content standards, music education, teacher competence, teacher motivation, teaching challengesAbstract
This study examines the motivations, self-reported competencies, and teaching challenges of music teachers in two central public elementary schools in Sorsogon City, Philippines. The findings indicate that intrinsic motivation, particularly a strong commitment to teaching and the desire to share musical knowledge, plays a central role in teachers’ continued engagement with music instruction. Teachers generally rated their competencies as satisfactory in relation to curriculum content and performance standards, instructional strategies, and the use of teaching materials, while also acknowledging the need for further professional development. The most significant challenges identified were the lack of reference materials, limited availability of musical instruments, and insufficient access to training programmes and seminars. Additional concerns included outdated instructional skills, inadequate time for developing complex musical abilities, and confusion surrounding aspects of the spiral curriculum. Overall, the findings suggest that although teachers demonstrate commitment and a foundational level of competence, constraints related to resources and structured professional learning opportunities limit the effectiveness of music instruction. This study contributes to discussions on music education in public elementary schools by emphasising the importance of professional development support and adequate instructional provision in strengthening music teaching and learning in resource-strapped contexts.
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