The Role of Teachers in the Implementation of Primary School Music Curriculum: Strategies for Enhancing Music Aesthetic Education

Abstract

A high-quality education for children requires that teachers perform their jobs effectively. Aesthetic education, on the other hand, fosters students' creativity and imagination, so assisting them in the development of critical thinking abilities and a heightened understanding of cultural diversity. Therefore, in this study, the influence of teaching tactics, teacher motivation, and the availability of technology on music aesthetic education and teacher performance is investigated, with a particular emphasis placed on the role that teacher's training plays in mediating those relationships. A customized questionnaire was used to collect responses from a total of 375 different music instructors for the study. After applying a structural equation modeling strategy to the data. The survey has 34 statements in it. Using a 5-point Likert scale, respondents had options for each of the assertions. The following factors were evaluated: teacher's training (4 items), technology availability (6 items), teacher motivation (6 items), and teaching strategies (7 things). Five criteria were used to assess music aesthetic education, whereas six criteria were used to assess teacher performance. We surveyed in English, as was the original questionnaire. With 30 individuals who shared comparable features, a pilot research was conducted, and the final sample was used to assess the questionnaire's dependability. The results showed that music aesthetic education and teacher performance are highly impacted by teaching methodologies, teacher motivation, and the availability of technology. In addition, the research concluded that the training of teachers plays a moderating function in the connection between the aforementioned elements and music aesthetic instruction as well as teacher performance.