Teaching music in primary school: perspectives of classroom teachers in Romania

Abstract In Romania and in most European countries, generalist teachers are responsible for music education in primary schools. Music teaching competence is essential for the success of music education. However, studies show that initial and continuing teacher education are often limited and do not fully ensure the skills needed for effective music teaching in primary schools. The specific nature of music as a professional field, which requires not only methodological knowledge but also musical competence, may contribute to this situation. This study investigates primary school teachers’ perceptions of the challenges, barriers, and solutions related to effective music teaching, while also examining how individual factors like age, teaching experience, and certification level determine differences in these perceptions. A quantitative, non-experimental, questionnaire-based, comparative design was conducted to assess generalist teachers’ ( N = 1151) perceptions of teaching music in primary schools. Using exploratory factor analysis, we examined the internal structure of the instruments measuring music teaching challenges, barriers, and solutions among Romanian teachers. The results showed that teachers perceive excessive workload and a lack of skills in music teaching as the most common difficulties. The most relevant barriers from the teachers’ perspective are curricular, with no significant differences between barrier types at the overall level. Teachers expressed different preferences for solutions to overcome barriers in music teaching, including professional training, embedded and extracurricular music activities, and music consultations. The results indicated significant differences in teachers’ perceptions based on teaching context and experience. Teachers teaching in rural areas and those with more professional experience perceive greater difficulties, particularly highlighting issues related to curricular and professional development and a stronger need for support in music teaching. The results may inform educational policy decisions and measures aimed at reviewing initial and continuing teacher training to improve music education in primary schools.