Copy igh © ISRG Publishe s. All igh s Rese ed.
DOI: 10.5281/zenodo.17277785
1
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Abb e ia ed Key Ti le: ISRG J Humani Cul S ud
ISSN: 3048-5436 (Online)
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Volume – II Issue- V (Sep embe -Oc obe ) 2025
F equency: Bimon hly
Teache s’ Le el o Ins uc ional Skills and Thei P oblems Encoun e ed in Music
Educa ion
Na iza T. Tamayo1*, Edua do T. Bo ja2, F edolin P. Julian3
1 Ma iano Ma cos S a e Uni e si y College o Teache Educa ion, Laoag Ci y, Ilocos No e, 2900, Philippines,
2, 3 G adua e School, Facul y o he Doc o o Philosophy, Di ine Wo d College o Laoag, Laoag Ci y, Ilocos No e,
2900
| Recei ed: 14.09.2025 | Accep ed: 20.09.2025 | Published: 06.10.2025
*Co esponding au ho : Na iza T. Tamayo
Ma iano Ma cos S a e Uni e si y College o Teache Educa ion, Laoag Ci y, Ilocos No e, 2900, Philippines,
Abs ac
This s udy assessed he ins uc ional skills o elemen a y music eache s and he p oblems hey encoun e ed in music educa ion,
ecognizing he c ucial ole o eache compe ence in achie ing he goals o he K o 12 Music Cu iculum.
A desc ip i e esea ch design was employed in ol ing 111 p ima y and 119 in e media e public elemen a y school music eache s
om h ee school di isions. Da a we e ga he ed h ough esea che -made ques ionnai es and supplemen ed by in e iews wi h
school adminis a o s. Weigh ed means, equency coun s, and pe cen ages we e used o analyze he le el o eache s’ knowledge,
skills, and pe cei ed challenges.
Findings e ealed ha eache s a e gene ally mode a ely knowledgeable abou he goals and objec i es o music eaching (composi e
means: p ima y = 2.99; in e media e = 2.83). They ha e limi ed knowledge o cu iculum con en , pa icula ly ex u e, ha mony,
and ocal echniques, and display inadequa e skills in he use o melodic and non-melodic ins umen s (o e all means: p ima y =
1.82; in e media e = 2.01). Teache s also epo ed limi ed compe ence in using au hen ic assessmen s and in c ea ing ins uc ional
ma e ials. The op conce ns iden i ied we e inadequa e knowledge o cu iculum s anda ds, lack o aining in music pedagogy, and
insu icien musical ins umen s and esou ces.
Resul s highligh he u gen need o con inuous p o essional de elopmen ocusing on specialized music pedagogies, ins umen al
p o iciency, assessmen li e acy, and ins uc ional ma e ial de elopmen . S eng hening esou ce suppo and aligning eaching
p ac ices wi h cu iculum s anda ds a e c ucial o imp o ing music ins uc ion and os e ing s uden s’ musical g ow h.
Keywo ds: Music educa ion, ins uc ional skills, cu iculum con en , assessmen , p o essional de elopmen
Copy igh © ISRG Publishe s. All igh s Rese ed.
DOI: 10.5281/zenodo.17277785
2
BACKGROUND OF THE STUDY
The a ainmen o quali y educa ion, as emphasized in he Educa ion
o All–Global Moni o ing Repo (EFA-GMR, 2005) o UNESCO,
es s on he compe ence o eache s who se e as acili a o s o
lea ning. Teache s mus con inuously upg ade hei skills and
knowledge o espond o he demands o a changing socie y
(Nu zannah, 2022; Bîlcan, 2024; Mișcalencu, 2024; Sa i e al.,
2023). In his ega d, C onenbe g (2022) unde sco es he impo ance
o in eg a ing echnology and inno a i e eaching s a egies in
con empo a y educa ion, a iew ha esona es wi hin he Philippine
con ex . This is e lec ed in he Philippine P o essional S anda ds o
Teache s (DepEd O de No. 42, s. 2017), which emphasizes mas e y
o con en , pedagogy, and esponsi eness o lea ne di e si y. In his
amewo k, music educa ion is ecognized as an impo an bu o en
o e looked componen o he cu iculum.
Music, as one o he ine a s, plays a i al ole in he holis ic
de elopmen o lea ne s, enhancing emo ional, in ellec ual,
physical, and cul u al g ow h (Mish a & Shas i, 2021). I p o ides
a enues o iden i y o ma ion, c ea i e exp ession, and cul u al
p ese a ion (G igo e e al., 2022). Howe e , he signi icance o
music has no been ully ealized in Philippine schools. As Wang
(2024) poin s ou , i s place wi hin he cu iculum emains
unde explo ed, pa icula ly in e ms o i s po en ial o en ich
s uden s’ unde s anding o hemsel es and hei he i age. Guadalupe
e al. (2023) highligh ed ha while se e al legal manda es and
cu icula p o isions, including he Music Law (R.A. 4723), R.A.
5523, and he K o 12 Music Cu iculum, we e es ablished o
s eng hen music educa ion, implemen a ion has o en been weak.
This lack o emphasis on music educa ion esul s in insu icien
ins uc ional ime, limi ed esou ces, and a sho age o p o essional
de elopmen oppo uni ies o music eache s (B a o & Rolando,
2023). This neglec di ec ly impac s he compe ence o music
eache s, especially when i comes o hei ins uc ional skills, as
highligh ed by U niežius (2020). Teache p epa a ion in music
emains minimal, o en limi ed o a single subjec in he
unde g adua e cu iculum, lea ing educa o s wi h inadequa e skills
o each e ec i ely (Manila, 2020). Consequen ly, many physical
educa ion and gene alis eache s, who a e o en asked wi h
eaching music, lack he necessa y backg ound in ins umen al
pe o mance, ul ima ely comp omising bo h he quali y o
ins uc ion and s uden ou comes (Agbenyo e al., 2021).
Mo eo e , eache s ace se e al signi ican challenges in deli e ing
e ec i e music educa ion, including a limi ed unde s anding o
cu iculum s anda ds, inadequa e esou ces, a lack o aining in
di e se eaching me hods, and ew oppo uni ies o ongoing
p o essional de elopmen (Judijan o e al., 2024; Manila, 2020).
Such challenges no only weaken ins uc ional deli e y bu also
endange he p ese a ion o indigenous and adi ional Philippine
music, which is cen al o cul u al iden i y (Wang, 2024). In ac ,
Tamayo (2013) no ed ha he sca ci y o eaching esou ces,
pa icula ly o indigenous songs such as Ilocano music, has
con ibu ed o hei g adual decline and he weakening o o
s uden s’ app ecia ion o hei cul u al he i age.
While p e ious s udies o B a o and Rolando (2023) and Wang
(2024) ha e highligh ed he lack o emphasis on music educa ion
and eache compe ence, ew ha e speci ically examined he
ins uc ional skills o elemen a y music eache s in he Philippine
con ex . The majo i y o exis ing esea ch ocuses on gene al eache
compe ency and cu icula gaps, bu he e is limi ed in es iga ion
in o how insu icien ins uc ional skills di ec ly a ec he
e ec i eness o music eaching, pa icula ly in he con ex o
unde ained educa o s. Addi ionally, al hough cul u al p ese a ion
h ough music has been ecognized as an essen ial componen o
educa ion, ew s udies ha e explo ed he speci ic challenges
elemen a y music eache s ace in deli e ing indigenous and
adi ional Filipino music in hei eaching p ac ices. The
implemen a ion gaps in he K o 12 Music Cu iculum (Guadalupe
e al., 2023) emain unde explo ed, pa icula ly ega ding how he
cu iculum suppo s o hinde s he de elopmen o ins uc ional
skills. Fu he mo e, while he e is some li e a u e on p o essional
de elopmen o eache s in gene al (Judijan o e al., 2024), he
speci ic needs o p o essional de elopmen in music educa ion,
pa icula ly on ins uc ional compe ence and pedagogy, ha e no
been ex ensi ely s udied.
Gi en hese conce ns, his s udy aimed o de e mine he le el o
ins uc ional skills o elemen a y music eache s and o iden i y he
p oblems hey encoun e in music educa ion. The indings a e
in ended o se e as a basis o designing in e en ions ha will
s eng hen music pedagogy, enhance eache compe ence, and
ensu e ha music e ains i s igh ul place in nu u ing bo h he
indi idual lea ne and he b oade cul u al he i age.
METHODOLOGY
Resea ch Design
This s udy employed he desc ip i e esea ch design o assess he
le el o ins uc ional skills o elemen a y music eache s and o
iden i y he p oblems hey encoun e ed in music educa ion. The
desc ip i e me hod was conside ed app op ia e because i p o ides
a sys ema ic means o desc ibing cu en condi ions wi hou
manipula ing a iables, he eby o e ing a clea pic u e o eache s’
ins uc ional compe encies and he challenges hey ace in deli e ing
music ins uc ion (Calde on, 2006).
Locale and Popula ion o he S udy
The s udy was conduc ed in he Schools Di isions o Ilocos No e,
Laoag Ci y, and he Ci y o Ba ac. These di isions we e pu posi ely
chosen because hey e lec a ied eaching con ex s, bo h u ban and
u al, hus p o iding a comp ehensi e pe spec i e o music
ins uc ion in he egion. The esponden s consis ed o 230
elemen a y music eache s, comp ising bo h p ima y and
in e media e eache s who we e assigned o each Music as pa o
he MAPEH subjec . Thei inclusion ensu ed ha he s udy cap u ed
he di e se expe iences, compe encies, and ins uc ional p ac ices o
music eache s ac oss di e en g ade le els.
Resea ch Ins umen s
Two esea ch ins umen s we e de eloped and alida ed o gene a e
he needed da a. The i s was he Ins uc ional Skills Ra ing Scale,
which measu ed he eache s’ sel -assessed compe ence in key a eas
o ins uc ional deli e y, including lesson planning, con en
p esen a ion, class oom managemen , use o ins uc ional ma e ials,
and assessmen o lea ning ou comes. The second was he P oblems
Encoun e ed Checklis , which iden i ied he challenges eache s
expe ienced in music ins uc ion unde i e dimensions: (a) goals
and objec i es, (b) cu icula con en , (c) me hods and echniques,
(d) ins uc ional esou ces, and (e) assessmen p ocedu es. Bo h
ins umen s we e subjec ed o con en alida ion by expe s in music
educa ion and we e eliabili y- es ed o ensu e accu acy and
consis ency be o e adminis a ion.
Da a Ga he ing P ocedu e
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DOI: 10.5281/zenodo.17277785
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Pe mission o conduc he s udy was secu ed om he Di ision
Supe in enden s and school heads. A e app o al, he esea che
pe sonally dis ibu ed he ins umen s o he esponden s, explained
he objec i es o he s udy, and p o ided clea ins uc ions on how
o accomplish hem. Responden s we e gi en su icien ime o
comple e he ques ionnai es, which we e hen e ie ed and checked
o comple eness. To alida e he esponses and o gain deepe
insigh s, ollow-up in e iews we e also conduc ed wi h selec ed
eache s and dis ic music coo dina o s.
S a is ical T ea men o Da a
The da a collec ed we e analyzed using desc ip i e s a is ics.
F equency coun s and pe cen ages we e used o desc ibe he p o ile
o esponden s. Weigh ed means we e compu ed o de e mine he
le el o ins uc ional skills and he deg ee o p oblems encoun e ed
by eache s, while anking was applied o iden i y he mos p essing
challenges in music educa ion. The compu ed esul s we e
in e p e ed using desc ip i e equi alen s o gi e quali a i e meaning
o he quan i a i e da a.
E hical Conside a ion
The esea che adhe ed o es ablished e hical s anda ds h oughou
he conduc o he s udy. In o med consen was secu ed om all
esponden s, who we e assu ed o he olun a y na u e o hei
pa icipa ion and hei igh o wi hd aw a any ime wi hou penal y.
Con iden iali y o esponses was s ic ly obse ed, and all da a we e
used solely o academic pu poses. The esea ch complied wi h
ins i u ional p o ocols o ensu e espec , in eg i y, and accoun abili y
in dealing wi h pa icipan s.
RESULTS/FINDINGS
Elemen a y Music Teache s’ Le el o Ins uc ional Skills
This sec ion highligh s he cu en s a us o elemen a y music
eache s in he ollowing elemen s o ins uc ion as hey hemsel es
see i wi h ega d o hei : knowledge o objec i es, knowledge o
cu iculum con en , me hods and echniques, skill in using musical
ins umen s, skill in c ea ing ins uc ional ma e ials in eaching
music, and knowledge o he di e en assessmen p ocedu es used
in e alua ing pupils’ pe o mance. I u he e eals he p oblems
hey encoun e in eaching music and he esul s o in e iews wi h
school p incipals, dis ic and school music coo dina o s and cul u al
coo dina o s.
Teache s’ Knowledge o he Goals and Objec i es o Music
Teaching
P esen ed in Tables 1.a and 1.b a e he p ima y eache s’ knowledge
o he goals and objec i es o music speci ied in he K o 12 Music
Cu iculum Guide as assessed by he music eache - esponden s
hemsel es.
P ima y eache s. Table 1.a p esen s an assessmen o p ima y
eache s’ knowledge o he goals and objec i es ou lined in he K o
12 Music Cu iculum Guide, as e alua ed by he music eache -
esponden s hemsel es. The composi e mean o 2.99 indica es ha
p ima y eache s possess a mode a e le el o knowledge abou music
eaching objec i es. Speci ically, hei s onges pe o mance is in
dis inguishing sound sou ces o p oduce imb es, whe e hey
achie ed a sco e o 3.15. Howe e , hei weakes a ea lies in
pe o ming a ied empo mo emen s o dance s eps, wi h a lowe
sco e o 2.81. Addi ional s eng hs a e obse ed in singing wi h
co ec hy hm (3.11) and esponding o hy hmic sounds (3.08),
while hei weaknesses eme ge in applying ocal echniques (2.86)
and singing wi h ex u e (2.89). These esul s sugges ha p ima y
eache s ha e a ela i ely s onge g asp on hy hm and imb e, bu
hei knowledge in empo, ocal quali y, and ex u e is no ably mo e
limi ed.
Table 1.a P ima y eache s’ knowledge o he goals and objec i es
o music eaching (n=111).
Indica o s
Weigh ed
Mean
Desc ip i e
In e p e a ion
1. Responds app op ia ely o
he pulse o sounds hea d
and pe o ms wi h accu acy
he hy hmic pa e ns.
3.08
MK
2. Pe o ms simple os ina o
pa e ns/simple hy hmic
accompanimen s on
class oom ins umen s and
o he sound sou ces o a
gi en song.
3.01
MK
3. Sings songs wi h co ec
hy hm.
3.11
MK
4. Responds accu a ely o high
and low ones h ough body
mo emen s, singing, and
playing o he sou ces o
sounds.
3.08
MK
5. Sings he melody o he
song wi h accu a e pi ch.
3.05
MK
6. Responds wi h p ecision o
changes in musical lines
wi h body mo emen s.
2.98
MK
7. Dis inguishes accu a ely he
di e en sou ces o sounds
hea d and be able o
p oduce a a ie y o
imb es.
3.15
MK
8. Applies ocal echniques in
singing o p oduce a
pleasing ocal quali y
using: head ones, p ope
b ea hing and using he
diaph agm.
2.86
MK
9. C ea i ely in e p e s wi h
body mo emen s he
dynamic le els o enhance
poe y, chan s, d ama, and
musical s o ies.
2.90
MK
10. Sings songs wi h p ope
dynamics ollowing basic
conduc ing ges u es.
2.97
MK
11. Pe o ms wi h accu acy
a ied empo mo emen s o
dance s eps o enhance
poe y, chan s, d ama,
musical s o ies and songs.
2.81
MK
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DOI: 10.5281/zenodo.17277785
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12. Sings songs o in ol e
onesel and expe ience he
concep o ex u e.
2.89
MK
13. Sings “pa ounds” and
“pa ne songs”
2.93
MK
Composi e Mean
2.99
MK
Legend:
Range o
Weigh ed
Means
4.50 – 5.00
3.50 – 4.49
2.50 – 3.49
1.50 – 2.49
1.00 – 1.49
Desc ip i e In e p e a ion (DI)
Ve y Highly Knowledgeable/Ve y Highly
Skill ul (VHK/VHS)
Highly Knowledgeable/Highly Skill ul
(HK/HS)
Mode a ely Knowledgeable/Mode a ely
Skill ul (MK/MS)
Sligh ly Knowledgeable/Sligh ly Skill ul
(SK/SS)
No Knowledgeable/No Skill ul (NK/NS)
The composi e mean o 2.99 is in e p e ed as indica ing mode a e
knowledge among he eache s. This aligns wi h he obse a ions o
Manila (2020), who no ed ha many eache s a e unde p epa ed in
he mo e specialized aspec s o music ins uc ion. Simila ly,
U niežius (2020) poin ed ou ha inadequa e ocal and ins umen al
skills among eache s can hinde he e ec i e deli e y o music
objec i es. B a o and Rolando (2023) also highligh ed ha
gene alis eache s o en de aul o hy hmic ac i i ies due o hei
lack o aining in mo e ad anced musical compe encies.
These indings sugges se e al key implica ions o music
educa ion. Fi s , eache s’ limi ed unde s anding o empo, ex u e,
and ocal echniques could cons ain lea ne s’ exp essi e abili ies.
Second, he e is a clea need o ocused aining in hese weake
a eas, pa icula ly in empo (2.81) and ocal p oduc ion (2.86).
Las ly, a s onge alignmen wi h he K o 12 music objec i es is
essen ial o ensu e ha eache s a e equipped o deli e a
comp ehensi e and e ec i e music educa ion (Tabuena e al., 2021).
In his con ex , i becomes clea ha while p ima y eache s show
compe ence in ounda ional a eas like hy hmic bea s and imb es,
hey s ill ace challenges in mo e ad anced concep s such as empo,
ocal echniques, and ex u e. This knowledge gap is no me ely a
esul o indi idual sho comings bu is closely ied o eache s'
ini ial aining and p o essional de elopmen . As Valdebeni o and
Almonacid-Fie o (2022) poin ou , insu icien p epa a ion in
musical con en and pedagogical skills can hinde eache s' b oade
unde s anding o educa ional goals, ul ima ely impac ing he
e ec i eness o music educa ion in p ima y schools.
In e media e eache s. Table 1.b p esen s an assessmen o he
In e media e eache s’ knowledge o he K o 12 Music Cu iculum
Guide’s objec i es. The composi e mean sco e o 2.83 sugges s ha
In e media e eache s a e mode a ely knowledgeable abou he
music objec i es. Thei highes sco e o 3.32 is in esponding o
bea s in music wi h app op ia e conduc ing pa e ns o ime
signa u es such as 2/4, 3/4, 4/4, and 6/8. The second highes sco e o
3.16 is in c ea ing hy hmic pa e ns in simple ime signa u es, and
he hi d highes sco e o 3.03 is in singing wo-pa ounds and
pa ne songs. These esul s sugges ha In e media e eache s a e
pa icula ly con iden in hy hm- ela ed objec i es. Howe e , hei
weakes a eas a e in pe o ming majo iads (2.42), ecognizing
ho izon al 3-pa ex u e (2.60), and pe o ming wi h polyphonic
ex u es (2.64), which a e all conside ed sligh ly knowledgeable.
These indings highligh ha In e media e eache s a e mo e adep
a hy hm and melody bu weake in ha mony and ex u e, skills ha
a e c ucial o ad ancing s uden s in highe g ade le els.
Wi h a composi e mean o 2.83, In e media e eache s a e
ca ego ized as mode a ely knowledgeable. While hey excel in
hy hm- ela ed compe encies, hey s uggle wi h ha mony and
ex u e, which a e undamen al elemen s in music educa ion,
especially as s uden s mo e o mo e complex musical concep s. This
aligns wi h he indings o Ahmed and Shogbesan (2023), who
emphasized ha eache s wi h deep con en knowledge a e be e
equipped o design and implemen e ec i e music p og ams.
Simila ly, Judijan o e al. (2024) no ed ha gaps in eache s'
unde s anding o ad anced musical concep s a ise om insu icien
p o essional de elopmen . Wang (2024) u he obse ed ha
Filipino music eache s ace challenges wi h polyphony and
ha mony, limi ing s uden s' exposu e o mo e in ica e musical
s uc u es.
Table 1.b P ima y eache s’ knowledge o he goals and objec i es
o music eaching (n=119).
Indica o s
Weigh ed
Mean
Desc ip i e
In e p e a ion
1. C ea es hy hmic pa e ns in
simple ime signa u es and a
simple one-measu e
os ina o pa e n.
3.16
MK
2. Pe o ms wi h a conduc o ,
a speech cho us in simple
ime signa u es: cho al and
ins umen al
2.91
MK
3. Responds o bea s in music
hea d wi h app op ia e
conduc ing pa e ns o 24,
34, 44, and 68
3.32
MK
4. Analyzes melodic
mo emen and ange, and is
able o c ea e and pe o m
simple melodies.
2.94
MK
5. Pe o ms songs ollowing
he musical symbols
pe aining o melody
indica ed in he piece.
2.92
MK
6. Pe o ms he c ea ed song
wi h app op ia e musicali y.
2.82
MK
7. Pe o ms simila and
con as ing musical
ph ases.
2.80
MK
8. Pa icipa es ac i ely in a
g oup pe o mance o
demons a e di e en
ocal and ins umen al
sounds
2.92
MK
9. Au ally de e mines he
sound o a single ins umen
2.71
MK
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DOI: 10.5281/zenodo.17277785
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in any sec ion o he
o ches a.
10. Applies dynamics o
musical sec ions in singing
and playing an ins umen .
2.68
MK
11. Applies he app op ia e
dynamic le els in ocal and
ins umen al music.
2.72
MK
12. C ea es and pe o ms body
mo emen s app op ia e o a
gi en empo.
2.96
MK
13. Pe o ms a gi en song,
using empo ma ks
app op ia ely.
2.92
MK
14. Applies app op ia ely,
a ious empos o ocal,
ins umen al pe o mances.
2.74
MK
15. Recognizes examples o
ho izon al 3-pa ocal o
ins umen al ex u e,
au ally and isually.
2.60
MK
16. Pe o ms a ocal and
ins umen al ensemble
using he ollowing majo
iads (I, IV, V).
2.42
SK
17. Pe o ms accu a ely a gi en
song wi h monophonic,
homophonic, and
polyphonic ex u es
2.64
MK
18. Sings wo-pa ounds and
pa ne songs wi h o he s
3.03
MK
19. Demons a es ha mony in
g oup pe o mances: choi ,
ondalla, ly e band
2.66
MK
Composi e Mean
2.83
MK
Legend:
Range o
Weigh ed
Means
4.50 – 5.00
3.50 – 4.49
2.50 – 3.49
1.50 – 2.49
1.00 – 1.49
Desc ip i e In e p e a ion (DI)
Ve y Highly Knowledgeable/Ve y Highly
Skill ul (VHK/VHS)
Highly Knowledgeable/Highly Skill ul
(HK/HS)
Mode a ely Knowledgeable/Mode a ely
Skill ul (MK/MS)
Sligh ly Knowledgeable/Sligh ly Skill ul
(SK/SS)
No Knowledgeable/No Skill ul (NK/NS)
These esul s poin o se e al key implica ions o music educa ion.
Fi s , weaknesses in ha mony (2.42–2.64) hinde lea ne s om
p og essing beyond basic hy hm and melody, p e en ing hem om
engaging wi h mo e sophis ica ed musical ideas. Second, he e is a
clea need o a ge ed aining in cho d p og essions, ensemble
pe o mance, and polyphonic singing, which should be p io i ized o
imp o e eache s’ abili y o ins uc on hese mo e ad anced opics.
Finally, s eng hening eache s' mas e y o ad anced objec i es will
be e p epa e s uden s o mo e holis ic musicianship, laying he
ounda ion o a deepe and mo e nuanced unde s anding o music.
Despi e a ing hemsel es as mode a ely knowledgeable, wi h a
composi e mean sco e o 2.83, In e media e eache s exhibi a
limi ed unde s anding o he b oad scope o music educa ion goals.
This gap in hei g asp o subjec ac s, concep s, and p inciples
signi ican ly impac s hei abili y o design e ec i e ins uc ional
plans. The Philippine P o essional S anda ds o Teache s (PPST,
2016) emphasize ha a obus unde s anding o he subjec ma e is
essen ial o eache s o c ea e well-s uc u ed lea ning expe iences.
Such unde s anding no only enhances hei abili y o plan and
design lessons bu also s eng hens hei capaci y o e lec ion,
leading o imp o ed ins uc ional s a egies o e ime.
In con as , esea ch by Judijan o e al. (2024) and Nisa e al. (2024)
unde sco es he challenges aced by eache s who lack a clea
unde s anding o he cu iculum's objec i es. Wi hou a i m g asp
o hese goals, eache s o en s uggle o plan and implemen lessons
e ec i ely, which can esul in ine icien use o class oom ime and
subop imal lea ning ou comes. Thus, he lack o a comp ehensi e
unde s anding o music educa ion's b oade objec i es can hinde
he o e all quali y o ins uc ion and he achie emen o desi ed
lea ning ou comes.
Teache s’ Knowledge o Elemen a y Music Cu iculum
Con en
Tables 2. a and 2.b e eal he music eache s’ le el o amilia i y
wi h he ac s, concep s, and elemen s o music and o he
in o ma ion abou he music subjec .
P ima y eache s. The da a e eal ha p ima y eache s’
knowledge o he elemen s o music is only mode a ely
knowledgeable (Composi e Mean = 2.91). Rhy hm is he highes
(3.05), ollowed by o m (2.98) and empo (2.93), while ex u e
(2.76), dynamics (2.85), and melody/ imb e (2.91) a e hei weakes
a eas. These esul s sugges ha while eache s a e ai ly con iden
in hy hm- ela ed concep s, hey ha e no ully mas e ed he b oade
con en o he K o 12 Music Cu iculum. Wi hou solid con en
knowledge, eache s ace di icul y planning e ec i e lessons and
add essing essen ial skills such as musical app ecia ion and
c ea i i y.
Table 2. a P ima y eache s’ le el o knowledge on elemen a y
music cu icula con en (n-111).
Indica o s
Weigh ed
Mean
Desc ip i e
In e p e a ion
1. Rhy hm
1.1 Sound and Silence
3.23
MK
1.2 S eady Bea s
3.05
MK
1.3 Rhy hmic Pa e ns
3.03
MK
1.4 Os ina o
2.89
MK
Composi e Mean
3.05
MK
2. Melody
2.1 Pi ch
2.96
MK
Copy igh © ISRG Publishe s. All igh s Rese ed.
DOI: 10.5281/zenodo.17277785
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2.2 Melodic Pa e ns and
Con ou
2.86
MK
Composi e Mean
2.91
MK
3. Fo m
3.1 Musical Lanes
2.97
MK
3.2 Beginnings and Endings in
Music
2.98
MK
3.3 Repea s in Music
2.99
MK
Composi e Mean
2.98
MK
4. Timb e
4.1 Quali y o Sound in Music
2.91
MK
4.2 Dis inc ion Be ween
Speaking and Singing
3.02
MK
4.3 In oduc ion o Voice
P oduc ion
2.83
MK
Di e en ia ion in Sound Quali y
(Simila and Di e en )
2.89
MK
4.5 Voice P oduc ion
Techniques
2.77
MK
4.6 In oduc ion o Musical
Ins umen s
3.03
MK
Composi e Mean
2.91
MK
5. Dynamics
5.1 Volume o Sound in Music
2.98
MK
5.2 Loudness and So ness in
Music
3.09
MK
5.3 Conduc ing and
symbols/ges u es in dynamics
2.89
MK
Composi e Mean
2.85
MK
6. Tempo
6.1 Speed o Sound in Music
2.95
MK
6.2 Fas ness and Slowness in
Music
2.99
MK
6.3 Conduc ing and Tempo
2.85
MK
Composi e Mean
2.93
MK
7. Tex u e
7.1 Dis inc ion o Thinness and
Thickness in Music
2.78
MK
7.2 Single Melodic Line o
Simul aneous Occu ence o
Mul iple Melodic Lines
2.72
MK
Composi e Mean
2.76
MK
O e all Mean
2.91
MK
Legend:
Range o
Weigh ed
Means
4.50 – 5.00
3.50 – 4.49
2.50 – 3.49
1.50 – 2.49
1.00 – 1.49
Desc ip i e In e p e a ion (DI)
Ve y Highly Knowledgeable/Ve y Highly
Skill ul (VHK/VHS)
Highly Knowledgeable/Highly Skill ul
(HK/HS)
Mode a ely Knowledgeable/Mode a ely
Skill ul (MK/MS)
Sligh ly Knowledgeable/Sligh ly Skill ul
(SK/SS)
No Knowledgeable/No Skill ul (NK/NS)
This inding is consis en wi h he Philippine P o essional S anda ds
o Teache s (PPST, 2017), which s esses ha mas e y o subjec
con en is a key equi emen o quali y eaching. Mish a and Shas i
(2021) likewise emphasized ha eache s wi h limi ed cu iculum
knowledge a e less e ec i e in os e ing holis ic lea ning ou comes,
while B a o and Rolando (2023) poin ed ou ha weak con en
mas e y o en esul s in na ow, epe i i e app oaches o ins uc ion.
Gi en his, he eache s’ insu icien mas e y o dynamics, ex u e,
and melody es ic s hei abili y o expose s uden s o deepe music
lea ning expe iences, highligh ing he need o a ge ed p o essional
de elopmen ha s eng hens eache s’ con en knowledge and
be e aligns ins uc ion wi h he K o 12 music objec i es.
In e media e eache s. Table 2.b e eals ha he eache -
esponden s' knowledge o ex u e is he lowes (2.47), ollowed
closely by ha mony (2.52) and o m (2.54). Rhy hm anks highes
(3.33), ollowed by imb e (2.88) and dynamics (2.80). All weigh ed
means, along wi h he composi e mean (2.62), indica e ha he
eache s' knowledge is mode a e. This sugges s ha he in e media e
eache s' unde s anding o cu iculum con en lacks dep h. Despi e
yea s o eaching expe ience, hei g asp o he ela i e impo ance
o a ious musical elemen s emains a e age. This is conce ning,
especially since in e media e-le el s uden s a e in oduced o o mal
lessons on he di e en elemen s o music. A his s age, concep s
lea ned in p ima y educa ion a e now assigned p ecise e minology
and explo ed mo e ho oughly.
A simila conce n is aised in Manila's (2020) s udy, which
highligh s ha public elemen a y eache s in Ma i eles, Ba aan,
possess insu icien knowledge o music con en and pedagogy. This
de iciency poses a signi ican challenge, as i comp omises he dep h
o music educa ion a a c i ical s age o s uden de elopmen .
Tomasila and Singe in (2023) and Sho and Shemshack (2023)
a gued ha when eache s ha e a solid unde s anding o he subjec
ma e , hey can mo e e ec i ely selec o c ea e p og ams ailo ed
o he lea ne s’ needs and capaci ies. In his ega d, music eache s
mus be ho oughly amilia wi h he K o 12 Cu iculum Guide in
music, as i se es as a p ima y esou ce o deli e ing e ec i e
lessons (Tabuena e al., 2021; Jacin o, 2019). Simeono a (2024)
u he emphasized ha wi h a deep unde s anding o he subjec ,
eache s a e be e equipped o con ex ualize hei ins uc ion,
adap ing lessons o local con ex s and s uden s' unique needs.
Table 2. b In e media e eache s’ le el o knowledge on he
elemen a y music cu iculum con en (n=119)
Indica o s
Weigh ed
Mean
Desc ip i e
In e p e a ion
Copy igh © ISRG Publishe s. All igh s Rese ed.
DOI: 10.5281/zenodo.17277785
7
1. Rhy hm: Musical
Symbols and
Concep s:
1.1 No es and Res s
3.55
HK
1.2 Me e s
3.36
MK
1.3 Rhy hmic Pa e ns
3.39
MK
1.4 Simple Time Signa u es
3.46
MK
1.5 Os ina o
3.11
MK
1.6 Conduc ing
3.14
MK
Composi e Mean
3.33
MK
2. Melody: Musical
Symbols and
Concep s
2.1 In e als
2.92
MK
2.2 Scales
2.96
MK
2.3 Melodic Con ou s
2.75
MK
2.4 Pa e ns and Successi e
Pi ches o a C Majo Scale
2.88
MK
2.5 Acciden als
2.69
MK
2.6 F – Cle
2.72
MK
2.7 In e al
2.7.1 Scales (Pen a onic, C
Majo , G Majo , and
co esponding Mino Scales)
2.60
MK
2.8 Melodic Con ou s
2.56
MK
Composi e Mean
2.66
MK
3. Fo m
3.1 Ph ases in a Musical Piece
2.59
MK
3.2 S uc u e o Musical Sound
2.46
SK
3.3 An eceden (Ques ion
Ph ase)
2.44
SK
3.4 Consequen (Answe )
2.48
SK
3.4.1 In oduc ion
3.4.2 CODA (Ending Ph ase)
3.5 S ophic
2.51
MK
3.6 Uni a y
2.59
MK
3.7 Bina y
2.64
MK
3.8 Te na y
2.66
MK
3.9 Rondo- Repea Ma ks (Da
Capo; Dal Segno; All Fine; D.C.
al Fine; Ending ma k)
2.52
MK
Composi e Mean
2.54
MK
4. Timb e
4.1 Va ia ions o Sound
2.59
MK
4.2 Vocal
2.46
MK
4.3 Ins umen al-In oduc ion o
Musical
Ins umen s
2.44
MK
Composi e Mean
2.48
MK
5. Dynamics
5.1 Volume o Sound in Music
2.89
MK
5.2 Va ia ions o Volume in
Musical Sounds (Dynamic
Le els: Vocal Ins umen al)
2.70
MK
Composi e mean
2.80
MK
6. Tempo
6.1 Speed/Flow o Music
2.76
MK
6.2 Use o Tempo Ma king
2.66
MK
6.3 Va ia ions o Speed in
Musical Sound
2.66
MK
Composi e Mean
2.69
MK
7. Tex u e
7.1 Simul aneous Occu ences
o Mul iple Melodic Lines
2.46
SK
7.2 Dis inc ion Be ween
Thinness and Thickness in
Music
2.48
SK
7.3 Densi ies o Musical Sound
(Ho izon al 3-Pa
Vocal/ins umen al Tex u e
Au ally and Visually)
2.44
SK
7.4 Va ia ions in Tex u e
(Monophony; Homophony;
Polyphony)
2.49
SK
Composi e mean
2.47
SK
8. Ha mony
8.1. Simul aneous Sounding o
Two Tones/Pi ches
2.53
MK
8.2 In oduc ion o Majo T iad
2.50
MK
8.3 Ha mony in G oup
Pe o mances
2.54
MK
Composi e Mean
2.52
MK
O e all Mean
2.73
MK
Legend:
Range o
Weigh ed
Means
4.50 – 5.00
3.50 – 4.49
Desc ip i e In e p e a ion (DI)
Ve y Highly Knowledgeable/Ve y Highly
Skill ul (VHK/VHS)
Highly Knowledgeable/Highly Skill ul
(HK/HS)
Copy igh © ISRG Publishe s. All igh s Rese ed.
DOI: 10.5281/zenodo.17277785
8
2.50 – 3.49
1.50 – 2.49
1.00 – 1.49
Mode a ely Knowledgeable/Mode a ely
Skill ul (MK/MS)
Sligh ly Knowledgeable/Sligh ly Skill ul
(SK/SS)
No Knowledgeable/No Skill ul (NK/NS)
Music eache s in he h ee school di isions ypically use music
books p o ided by he Depa men o Educa ion (DepEd) since hese
a e p esc ibed cu iculum ma e ials. Howe e , hese li e a u e
esou ces a e no su icien o enhance eache s’ knowledge and
skills, pa icula ly abou he K o 12 Music Cu iculum con en .
Mos o he eache s do no ha e adequa e in o ma ion abou he
opics hey a e eaching.
The adminis a o s ecognize he inadequacy o he music eache s’
knowledge o he K o 12 Music cu iculum con en . Acco ding o
hem, eache s do no ha e enough backg ound on he music con en
hey each. They ha e a limi ed music ounda ion. As a esul , pupils
do no ha e mas e y o he basic music con en . MAPEH eache s
who a e skilled in eaching music a e lacking in schools. I was
sugges ed by he eache s ha hey should be exposed o music
semina s ha concen a e on music con en o hem o be mo e
knowledgeable o he con en s o he K o 12 Music cu iculum.
Teache s’ Knowledge and Skill in Using Music Teaching
Me hods and Techniques
This sec ion e eals he p ima y and in e media e music eache s’
le el o amilia i y and abili y in he use o he di e en eaching
me hods and echniques in eaching music.
Table 3. a P ima y eache s’ knowledge and skill in using music
eaching me hods and echniques (n=111).
Knowledge o
Weigh ed
Mean
Desc ip i e
In e p e a ion
A. Gene al Teaching
Me hods
1. Teaching- Di ec ed
Lec u e Me hod
2.71
MK/MS
2. Induc i e Me hod
2.81
MK/MS
3. Deduc i e Me hod
2.60
MK/MS
4. Field T ip
2.34
SK/SS
5. P ojec Me hod
2.47
SK/SS
6. Demons a ion
Me hod
2.65
MK/MS
7. Role Playing
2.66
MK/MS
Composi e Mean
2.60
MK/MS
B. Me hods Used in
Teaching Music
1. Dalc oze Me hod
1.83
SK/SS
2. O Me hod
1.80
SK/SS
3. Kodaly Me hod
2.33
SK/SS
4. Wa d Me hod
1.90
SK/SS
5. Sigh Reading
Analy ical P ocess
2.08
SK/SS
6. Ca ab-O-Cone
Me hod
1.91
SK/SS
7. Ro e Singing
2.50
MK/MS
8. Whole o En i e
Song Me hod
2.40
SK/SS
9. Suzuki Me hod
1.91
SK/SS
10. Mo i a ed Guided
Lis ening
2.30
SK/SS
11. Sol eggio
1.98
SK/SS
Composi e mean
2.09
SK/SS
C. O he Music Teaching
Techniques
1. Reading Rhy hm
No a ion
2.16
SK/SS
2. Singing Addi i e
Songs
2.18
SK/SS
3. Singing Canons
2.09
SK/SS
4. Singing Dialogue
and Echo Songs
2.07
SK/SS
5. Singing Os ina o
Chan s
1.67
SK/SS
6. Singing Rounds
2.30
SK/SS
7. C ea i e D ama ics
2.25
SK/SS
8. Playing Singing
Games
2.20
SK/SS
9. C ea i e
Expe iences wi h
Vocal/Ins umen s
2.11
SK/SS
10. C ea ing a Music
Video
1.97
SK/SS
11. C ea ing Melodies
and Songs
2.07
SK/SS
12. Cha ac e iza ion
2.00
SK/SS
13. Song W i ing
2.03
SK/SS
14. Song and Melody
Imp o isa ion
2.03
SK/SS
Composi e Mean
2.07
SK/SS
O e all Mean
2.25
SK/SS
Legend:
Range o Weigh ed Means
4.50 – 5.00
3.50 – 4.49
2.50 – 3.49
1.50 – 2.49
1.00 – 1.49
Desc ip i e In e p e a ion
(DI)
Ve y Highly
Knowledgeable/Ve y Highly
Skill ul (VHK/VHS)
Highly Knowledgeable/Highly
Skill ul (HK/HS)
Copy igh © ISRG Publishe s. All igh s Rese ed.
DOI: 10.5281/zenodo.17277785
9
Mode a ely
Knowledgeable/Mode a ely
Skill ul (MK/MS)
Sligh ly
Knowledgeable/Sligh ly
Skill ul (SK/SS)
No Knowledgeable/No
Skill ul (NK/NS)
P ima y eache s. Table 3.a shows ha p ima y eache s a e
mode a ely knowledgeable/mode a ely skill ul in gene al eaching
me hods (Composi e Mean = 2.60), wi h s eng hs in o e singing
(2.50), whole o en i e song me hod (2.40), and mo i a ed guided
lis ening (2.30). Howe e , hey s uggle wi h he O (1.80),
Dalc oze (1.83), and Wa d (1.90) me hods, as well as wi h
echniques like singing os ina o chan s (1.67) and c ea ing music
ideos (1.97). Thei o e all mean o 2.25 indica es hey a e only
sligh ly knowledgeable/sligh ly skill ul in applying music-speci ic
me hods and echniques.
This suppo s Pes ano and Iba a (2021) and Manila (2020), who
epo ed ha many Filipino eache s lack o mal aining in
specialized music pedagogy, and Da ling-Hammond (2023), who
ound ha eache s wi hou adequa e p epa a ion o en de aul o
o e ins uc ion. Such limi a ions educe hei abili y o use con ex -
app op ia e s a egies and weaken he quali y o music eaching.
This would imply ha eache s’ weak g asp o c ea i e me hods
es ic s s uden s’ oppo uni ies o ac i e and exp essi e music
lea ning. Focused p o essional de elopmen on O , Kodály, and
Dalc oze app oaches is essen ial o s eng hen pedagogy.
In e media e eache s. The da a show ha in e media e eache s
a e highly knowledgeable/highly skill ul in using gene al eaching
me hods (Composi e Mean = 3.52), wi h hei s onges poin s in he
induc i e (3.83), demons a ion (3.83), and ole-playing (3.74)
app oaches. Howe e , hey a ed hemsel es only sligh ly
knowledgeable/sligh ly skill ul in music-speci ic me hods
(Composi e Mean = 2.37), pa icula ly he Dalc oze (2.08), O
(2.08), and Ca ab-o-Cone (2.12) me hods. Thei ela i ely highe
sco es we e in he Kodály me hod (2.81), o e singing (2.72), and
whole o en i e song me hod (2.68), which a e all mode a ely
knowledgeable/mode a ely skill ul. Fo o he music eaching
echniques, hey sco ed lowes in cha ac e iza ion (2.27), singing
canons (2.29), and song w i ing (2.32), while showing mode a e
abili y in c ea i e d ama ics (2.69), singing games (2.65), and
eading hy hm no a ion (2.63). The composi e mean o his sec ion
is 2.32, wi h an o e all mean o 2.52, bo h in e p e ed as sligh ly
knowledgeable/sligh ly skill ul.
Table 3. b In e media e eache s’ knowledge and skill in using
music eaching me hods and echniques (n=119).
Knowledge o
Weigh ed
Mean
Desc ip i e
In e p e a ion
A. Gene al Teaching
Me hods
8. Teaching- Di ec ed Lec u e
Me hod
3.77
HK/HS
9. Induc i e Me hod
3.83
HK/HS
10. Deduc i e Me hod
3.64
HK/HS
11. Field T ip
3.20
MK/MS
12. P ojec Me hod
3.50
HK/HS
13. Demons a ion Me hod
3.83
HK/HS
14. Role Playing
3.74
HK/HS
Composi e Mean
3.52
HK/HS
B. Me hods Used in Teaching
Music
12. Dalc oze Me hod
2.08
SK/SS
13. O Me hod
2.08
SK/SS
14. Kodaly Me hod
2.81
MK/MS
15. Wa d Me hod
2.17
SK/SS
16. Sigh Reading Analy ical
P ocess
2.48
SK/SS
17. Ca ab-O-Cone Me hod
2.12
SK/SS
18. Ro e Singing
2.72
MK/MS
19. Whole o En i e Song
Me hod
2.68
MK/MS
20. Suzuki Me hod
2.19
SK/SS
21. Mo i a ed Guided
Lis ening
2.52
MK/MS
22. Sol eggio
2.26
SK/SS
Composi e mean
2.37
SK/SS
C. O he Music Teaching
Techniques
15. Reading Rhy hm No a ion
2.63
MK/MS
16. Singing Addi i e Songs
2.48
SK/SS
17. Singing Canons
2.29
SK/SS
18. Singing Dialogue and Echo
Songs
2.35
SK/SS
19. Singing Os ina o Chan s
3.33
MK/MS
20. Singing Rounds
2.60
MK/MS
21. C ea i e D ama ics
2.69
MK/MS
22. Playing Singing Games
2.65
MK/MS
23. C ea i e Expe iences wi h
Vocal/Ins umen s
2.50
MK/MS
24. C ea ing a Music Video
2.40
SK/SS
25. C ea ing Melodies and
Songs
2.54
MK/MS
26. Cha ac e iza ion
2.27
SK/SS
27. Song W i ing
2.32
SK/SS
28. Song and Melody
Imp o isa ion
2.38
SK/SS
Composi e Mean
2.32
SK/SS
Copy igh © ISRG Publishe s. All igh s Rese ed.
DOI: 10.5281/zenodo.17277785
16
h. sel - e lec ion
7
6.31
16
i. misconcep ion check
18
16.22
5
2. Inadequa e knowledge o he
p inciples and pu poses o
ins uc ional assessmen in music
25
22.52
3
3. Limi ed compe ence in
cons uc ing alid and eliable es s
28
25.23
1.5
4. Limi ed knowledge o he alues o
es ing as a ool in imp o ing
ins uc ion and lea ning
pe o mance in music
28
25.23
1.5
5. Inadequa e knowledge o he
concep o diagnos ic eaching
13
11.71
8
6. Inadequa e knowledge o he
cu en guidelines abou he
g ading sys em
9
8.11
13.5
7. Inadequa e skill in main aining
accu a e and upda ed lea ning
eco ds
13
11.71
8
8. Inadequa e knowledge o he
impo ance o communica ing o
lea ne s, s uden s, pa en s and
o he s akeholde s
11
9.91
11
These indings sugges ha p ima y eache s s uggle o ancho hei
lessons in he compe encies manda ed by he K o 12 Cu iculum.
Simila o his, Siswan i and Sula so (2024) and Manila (2020)
ound ha many elemen a y eache s lack adequa e p epa a ion in
aligning ins uc ion wi h music s anda ds, which limi s hei
capaci y o de elop cohesi e lesson plans.
As ega ds cu iculum con en , nea ly hal (49.55%) admi ed o
inadequa e knowledge o upda ed music concep s and in o ma ion,
while 45.95% ci ed limi ed knowledge o he scope and sequence o
lessons ac oss g ade le els, and he same pe cen age epo ed
di icul y in discussing music lessons cong uen ly wi h objec i es,
ac i i ies, and me hods. Teache s also el inadequa e in selec ing
lessons ha de elop highe -o de hinking skills (41.44%).
Kadambay (2025) emphasizes ha wi hou s ong con en
knowledge, eache s canno guide lea ne s owa d deepe musical
unde s anding, especially when de eloping analy ical and c ea i e
hinking.
In he a ea o me hods and echniques, 53.15% e ealed limi ed
knowledge o bo h gene al and music-speci ic eaching me hods. A
signi ican numbe (45.95%) poin ed ou limi ed skills in planning
lessons and de e mining eaching s a egies, while 40.54% admi ed
o inadequa e compe ence in selec ing and implemen ing me hods
app op ia e o hei lea ne s, including hose wi h special needs. This
suppo s La aín and Fe mandois-Schmu ze (2020) obse a ion ha
insu icien pedagogical aining in a s educa ion o en esul s in
eliance on gene ic eaching s a egies a he han discipline-speci ic
app oaches.
P oblems wi h ins uc ional ma e ials we e also p ominen . An
o e whelming majo i y (72.07%) ci ed inadequacy in using musical
ins umen s, pa icula ly pe cussion, s inged, and wind ins umen s.
Teache - esponden s disclosed du ing in e iews ha he lack o
access o ins umen s such as ukulele, gui a , and bandu ia hinde ed
hem om lea ning and modeling hei use in class. This mi o s he
indings o Balcı e al. (2024), who no ed ha limi ed esou ces and
lack o ins umen al p o iciency o en es ic eache s’ abili y o
implemen e ec i e music ins uc ion.
Finally, in assessmen p ocedu es, conce ns we e a ied. While only
a small pe cen age s uggled wi h p epa ing adi ional ools like a
Table o Speci ica ions (8.11%) o using checklis s (7.21%), a
no able po ion (25.23%) epo ed di icul y in cons uc ing alid
and eliable es i ems and in unde s anding he alues o es ing o
ins uc ional imp o emen . The same pe cen age admi ed o limi ed
knowledge o how assessmen can enhance lea ning pe o mance,
leading hem o ely mos ly on adi ional echniques. Halim e al.
(2024) a gue ha eache s’ limi ed g asp o o ma i e assessmen
p e en s hem om using eedback o imp o e ins uc ion, hus
hinde ing s uden p og ess.
This implies ha he p oblems ou lined indica e ha p ima y music
eache s ace sys emic challenges in cu iculum alignmen ,
pedagogy, use o ins umen s, and assessmen p ac ices. Thei
limi ed aining and lack o access o esou ces p e en hem om
ully implemen ing he K o 12 Music Cu iculum. Wi hou s onge
p epa a ion and suppo , music lessons isk becoming mechanical
and compliance-d i en, a he han meaning ul expe iences ha
de elop pupils’ app ecia ion, c ea i i y, and skills in music.
In e media e eache s. Table 7 b shows ha in e media e eache s
ace simila inadequacies as hei p ima y coun e pa s, hough a
imes mo e p onounced. Almos hal (47.90%) epo ed a limi ed
unde s anding o he goals and objec i es o music educa ion, while
46.22% admi ed inadequa e knowledge o s anda ds and
compe encies. In he a ea o cu iculum con en , many eache s
exp essed inadequa e knowledge o upda ed concep s (46.23%) and
he scope and sequence o music lessons ac oss g ade le els
(40.34%). These gaps sugges di icul y in aligning lessons wi h he
K o 12 Music Cu iculum. Sal a i and Kokkidou (2024) obse ed
simila challenges, no ing ha many eache s lack amilia i y wi h
music s anda ds, which hinde s e ec i e cu icula planning and
implemen a ion.
Wi h ega d o me hods and echniques, 53.78% acknowledged
limi ed knowledge o gene al and music-speci ic eaching me hods,
while 44.54% s uggled wi h applying s a egies o lea ne s wi h
special needs. Yi (2023) highligh s ha insu icien aining in music
pedagogy o en esul s in gene ic app oaches ha ail o add ess
lea ne di e si y. This e lec s why many in e media e eache s ely
on induc i e me hods a he han discipline-speci ic s a egies.
A c i ical p oblem iden i ied is eache s’ lack o compe ence in using
ins umen s, wi h 95.80% admi ing inadequacy in playing
pe cussion, s inged, and wind ins umen s. In e iews con i med
hei s ong desi e o aining so hey can guide s uden s in o ming
ensembles and school bands. This mi o s Palazhenko e al. (2024)
indings ha ins umen al skills a e ounda ional o e ec i e music
eaching, ye a e o en neglec ed in eache p epa a ion.
As o assessmen p ocedu es, eache s’ leading conce ns we e
limi ed knowledge o he alue o es ing o ins uc ion and lea ning
(26.05%) and inadequa e unde s anding o assessmen p inciples
and pu poses (23.53%). A smalle g oup (18.49%) admi ed limi ed
compe ence in cons uc ing alid es s and in communica ing
assessmen esul s wi h s akeholde s. Gaikwad e al. (2023)
emphasize ha eache s’ lack o assessmen li e acy cons ains hei
Copy igh © ISRG Publishe s. All igh s Rese ed.
DOI: 10.5281/zenodo.17277785
17
abili y o use e alua ion as a ool o imp o ing ins uc ion, an issue
clea ly e lec ed in hese indings.
Table 7. b P oblems o in e media e eache s in eaching music
(n=119).
A. Goals and Objec i es
%
Rank
1. Limi ed unde s anding o he goals
and objec i es o music educa ion
57
47.90
1
2. Di icul y in se ing app op ia e
goals and objec i es
33
27.73
4
3. Low le el o compe ence in
o mula ing objec i es in he
cogni i e, psychomo o , and
a ec i e domains
29
24.37
3
4. Limi ed knowledge o he g ade
le el s anda ds and compe encies
in music spelled-ou in he
cu iculum guide
55
46.22
2
B. Cu iculum Con en
1. Inadequa e knowledge o he
upda ed concep /in o ma ion
ela ed o music educa ion
based on cu en cu iculum
55
46.23
1
2. Limi ed knowledge o he scope
and sequence o he di e en
g ade le els in elemen a y
music educa ion
48
40.34
2
3. Limi ed unde s anding o he
link o p esen subjec ma e in
music wi h pas and u u e
lessons
33
27.73
5
4. Limi ed skill in discussing
lessons in music wi h cong uen
objec i es, h ough me hods
and echniques, lea ning
ac i i ies, and ma e ials
42
35.29
4
5. Inadequa e skill in selec ing and
discussing lessons ha de elop
highe o de hinking-skills
45
37.82
3
C. Me hods and Techniques
1. Limi ed knowledge o he
gene al eaching me hods,
music eaching me hods, and
o he music eaching
echniques
64
53.78
1
2. Limi ed compe ence in he
selec ion and implemen a ion o
me hods and echniques
app op ia e o he lea ne s
47
39.50
4
3. Inadequa e compe ence in
de e mining me hods and
echniques ha p o ide a ied
lea ning s yles
46
38.66
5
4. Limi ed skill in he use o
app op ia e eaching and
lea ning s a egies o lea ne s
wi h special needs
53
44.54
2
5. Inadequa e skill in maximizing
ins uc ional compe ence and
applying echniques o on ask
in planning and de e mining
lessons
51
42.86
3
D. Knowledge o and Skill in he Use o
App op ia e Ins uc ion Ma e ials
1. Inadequa e skill in he selec ion and
use o upda ed and app op ia e
ins uc ional ma e ials
31
26.05
3
2. Inadequa e compe ence in he use o
a. musical ins umen s (e.g.
pe cussion, s inged and
wind ins umen s
114
95.80
1
b. o he ins uc ional ma e ials
28
23.53
4
c. imp o ised ma e ials
24
20.17
6
d. educa ional music games
22
18.49
7.5
e. digi al de ice
26
21.85
5
. slides
21
17.65
9
E. Assessmen P ocedu es
1. Inadequa e skill in:
a. p epa ing Table o Speci ica ions
(TOS)
11
9.24
12
b. cons uc ing adi ional
assessmen ools based on TOS
8
6.72
12 15
c. p epa ing au hen ic assessmen
ools/ ub ic (holis ic/analy ic)
17
14.29
7
d. using obse a ion as an
assessmen ool
11
9.24
12
e. using a checklis
6
5.04
16
. using a a ing scale
12
10.08
10
g. using a web-concep map
21
17.65
5
h. sel - e lec ion
15
12.61
8
i. misconcep ion check
20
16.81
6
2. Inadequa e knowledge o he
p inciples and pu poses o
ins uc ional assessmen in
music
28
23.53
2
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DOI: 10.5281/zenodo.17277785
18
3. Limi ed compe ence in
cons uc ing alid and eliable
es s
22
18.49
3.5
4. Limi ed knowledge o he
alues o es ing as a ool in
imp o ing ins uc ion and
lea ning pe o mance in music
31
26.05
1
5. Inadequa e knowledge o he
concep o diagnos ic eaching
14
11.76
9
6. Inadequa e knowledge o he
cu en guidelines abou he
g ading sys em
9
7.56
14
7. Inadequa e skill in main aining
accu a e and upda ed lea ning
eco ds
11
9.24
12
8. Inadequa e knowledge o he
impo ance o communica ing
o lea ne s, s uden s, pa en s
and o he s akeholde s
22
18.49
3.5
This implies ha he in e media e eache s’ de iciencies highligh
sys emic issues in music educa ion, including weak cu iculum
alignmen , limi ed pedagogical aining, and poo assessmen
p ac ices. As Sâ b (2023) unde sco es, music is a undamen al
componen o human cul u e and de elopmen , ye he lack o
p epa a ion, esou ces, and con inuing aining lea es eache s ill-
equipped o maximize lea ne s’ musical po en ial. The Philippine
P o essional S anda ds o Teache s (PPST, 2017) emphasize
con en mas e y, pedagogy, and assessmen compe ence, bu he
indings show ha in e media e eache s all sho in hese a eas.
Wi hou a ge ed p o essional de elopmen and sus ained aining
oppo uni ies, music educa ion a his le el isks being educed o
compliance a he han meaning ul ins uc ion.
CONCLUSIONS
The s udy e ealed ha elemen a y music eache s gene ally possess
a mode a e le el o ins uc ional skills ac oss a eas such as
knowledge o objec i es, cu iculum con en , eaching me hods, use
o ins umen s, c ea ion o ins uc ional de ices, and assessmen
p ocedu es. Teache s demons a ed ela i e s eng hs in hy hm and
imb e bu showed signi ican weaknesses in ad anced a eas such as
ha mony, ex u e, empo, ocal echniques, and polyphony. Many
elied on gene al class oom s a egies a he han music-speci ic
pedagogies, which limi ed s uden s’ oppo uni ies o c ea i e and
meaning ul music lea ning.
A majo challenge iden i ied was he lack o compe ence in playing
musical ins umen s and p oducing ins uc ional de ices, wi h mos
eache s admi ing limi ed p o iciency due o lack o aining and
inadequa e access o esou ces. P oblems we e also e iden in
aligning ins uc ion wi h he K o 12 Music Cu iculum, o mula ing
goals and objec i es, applying a ied eaching me hods, and
implemen ing au hen ic assessmen s. These gaps we e linked o
eache s’ insu icien p epa a ion in music pedagogy, lack o
p o essional de elopmen , and sca ci y o ins uc ional esou ces.
The s udy u he con i med ea lie obse a ions by Tamayo (2013),
who s essed ha he sca ci y o eaching esou ces o indigenous
music, pa icula ly Ilocano songs, has con ibu ed o he diminishing
app ecia ion o cul u al he i age among lea ne s. This cul u al gap,
compounded by weak ins uc ional skills, places bo h music
lea ning and cul u al p ese a ion a isk.
O e all, he indings sugges ha while eache s ha e he capaci y
o deli e ounda ional music ins uc ion, sys emic issues in aining,
esou ces, and cu iculum suppo hinde he e ec i e
implemen a ion o music educa ion. Wi hou a ge ed in e en ions,
music eaching isks becoming mechanical, educing lea ne s’
oppo uni ies o cul u al app ecia ion, c ea i i y, and holis ic
de elopmen .
RECOMMENDATIONS
In ligh o hese indings, i is ecommended ha sus ained
p o essional de elopmen p og ams be p o ided o elemen a y
music eache s, pa icula ly on specialized pedagogies such as he
O , Kodály, and Dalc oze me hods, as well as in he a eas o
ha mony, ex u e, ocal echniques, and ins umen al p o iciency.
These aining p og ams should be complemen ed by men o ing and
coaching ini ia i es whe e expe ienced music educa o s can guide
gene alis eache s in lesson planning, class oom implemen a ion,
and pe o mance-based ins uc ion. Equally impo an is he
alignmen o ins uc ional p ac ices wi h he K o 12 Music
Cu iculum by de eloping localized cu iculum guides, eache
manuals, and exempla lesson plans ha in eg a e indigenous and
adi ional Filipino music o os e cul u al p ese a ion, as
emphasized by Tamayo (2013).
To add ess he lack o eaching esou ces, schools should alloca e
unds o he acquisi ion o essen ial musical ins umen s such as
eco de s, gui a s, keyboa ds, and pe cussion se s, while also
p omo ing he c ea ion o imp o ised and low-cos ins uc ional
de ices. T aining in ins uc ional ma e ial de elopmen should be
ins i u ionalized o help eache s design cul u ally ele an and age-
app op ia e lea ning aids, including esou ces o eaching Ilocano
and o he local songs. Fu he mo e, eache s mus be capaci a ed in
designing and implemen ing au hen ic, pe o mance-based
assessmen ools ha go beyond adi ional es ing me hods and uly
measu e lea ne s’ musical compe encies.
A he policy and adminis a i e le el, i is ecommended ha he
Depa men o Educa ion and school leade s p io i ize music
educa ion by p o iding adequa e ins uc ional ime wi hin he
MAPEH cu iculum and ensu ing he a ailabili y o eaching
esou ces. S onge pa ne ships wi h local cul u al o ganiza ions,
highe educa ion ins i u ions, and communi y musicians should also
be encou aged o en ich class oom ins uc ion and p omo e he
p ese a ion o indigenous music adi ions. Cen al o hese e o s
is he implemen a ion o con inuous p o essional de elopmen
p og ams o music eache s, se ing as a s uc u ed app oach o
sys ema ically add ess gaps in ins uc ional compe encies. These
p og ams should include clea goals, s a egies, aining ac i i ies,
imelines, and moni o ing mechanisms o ensu e he con inuous
p o essional g ow h o eache s and he e ec i e deli e y o music
educa ion.
Finally, u u e esea ch may be conduc ed o e alua e he
e ec i eness o hese p o essional de elopmen ini ia i es in
imp o ing eache compe encies and s uden lea ning ou comes in
music. S udies should also in es iga e he impac o in eg a ing
indigenous and adi ional music in class oom p ac ices, pa icula ly
in s eng hening lea ne s’ cul u al iden i y and app ecia ion o hei
he i age, as sugges ed by Tamayo (2013).
Copy igh © ISRG Publishe s. All igh s Rese ed.
DOI: 10.5281/zenodo.17277785
19
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