A SURVEY ON TEACHING READINESS AMONG NON-MUSIC TEACHERS IN GOVERNMENT PRESCHOOLS IN PERAK

Abstract

The education of music plays a very important role in children’s lives and beyond. Many studies have shown that there is an increased emphasis on teaching children of the other language, while the arts education is being relegated. Other studies also revealed the benefit and significance of music education for preschool children in assisting them in learning other subjects. Unfortunately, the teaching readiness of the teachers who teach music have deterred the appreciation and understanding of music among preschoolers in respective preschools. This study sought to evaluate three main components of teaching readiness—content knowledge, professional development, and instructional strategies among non-music teachers in Perak government preschools. This cross-sectional survey design used questionnaires to collect data which was analyzed using the descriptive statistics. The results of this studyindicated the teaching readiness of the non-music preschool teachers (N=48) in Perak is average in terms of content knowledge (M=3.35); and the instructional strategies (M=3.33)used in music classroom. The professional development indicated only 25% of the total teachers who participated in courses, workshops, seminars, and other teacher development programmes. Teachers with excellent knowledge and skills create a positive impact and leave significant effects on children in music classes. It is the responsibility of the non-music preschool teachers’ to take the challenge and promote the teaching and learning of music to a greater height.