Factors influencing music teaching among primary and early childhood education and care generalist teachers: a meta-narrative review – Frontiers

Report on Factors Influencing Music Teaching by Generalist Educators in Alignment with Sustainable Development Goal 4

Introduction: Music Education as a Cornerstone for SDG 4

Achieving Sustainable Development Goal 4 (SDG 4), which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, requires a holistic approach that values all areas of learning, including the arts. Generalist teachers in primary and Early Childhood Education and Care (ECEC) are pivotal in delivering this comprehensive education. Their unique position allows for the sustained integration of music, contributing directly to key SDG 4 targets, including quality pre-primary (Target 4.2) and primary education (Target 4.1), and fostering an appreciation for cultural diversity (Target 4.7). However, the effectiveness of music education is contingent upon the professional competence of these teachers, a critical factor for increasing the supply of qualified educators as stipulated in Target 4.c. This report synthesizes findings from a systematic meta-narrative review of 249 peer-reviewed studies (1995–2023) to analyze the factors influencing music teaching among generalist teachers and their implications for achieving SDG 4.

Methodological Framework for Assessing Teacher Competence

This analysis adopted a systematic meta-narrative review approach, guided by the RAMESES standards, to synthesize a diverse and fragmented body of research. The theoretical framework is based on Kunter et al.’s (2013a) model of teacher professional competence, which examines the interplay of personal characteristics, contextual factors, and professional learning in shaping teaching performance. This model provides a robust structure for understanding the barriers and enablers to developing a qualified teaching workforce (SDG 4.c) capable of delivering quality music education.

Analysis of Factors Affecting Quality Music Education (SDG 4)

Meta-Narrative 1: The State of Generalist Teacher Competence

The synthesis of research reveals significant challenges to achieving the quality education standards of SDG 4, particularly in music.

• Widespread Competence Gaps: A consistent finding across the corpus is that generalist teachers report limited musical experience and inadequate preparation during their Initial Teacher Education (ITE). This deficit directly undermines the goal of providing quality education.
• Global Disparities in Teacher Training: The quantity of mandatory music training in ITE programs varies drastically, from 42 hours in Australia to 270 hours in Finland. This disparity highlights global inequities in teacher preparation, a key concern for SDG 4.c.
• Regional Trends: While research from Western and African contexts often depicts low confidence and competence, studies from Asian countries (e.g., South Korea, China) show more positive trends, with teachers reporting higher confidence and engagement. These variations suggest that cultural and systemic prioritization of arts education can significantly impact teacher preparedness.

Meta-Narrative 2: Individual Factors as Barriers and Enablers

Personal dispositions and beliefs are critical determinants of a teacher’s ability to provide an inclusive and empowering education, as envisioned in SDG 4.7.

1. Impact of Personal Experience: Past musical experiences, both positive and negative, profoundly shape teachers’ confidence and willingness to teach music. Negative experiences in formal education settings often create lasting barriers.
2. Limiting Beliefs about Musicality: A prevalent, talent-oriented view of musicality discourages many generalists who do not see themselves as inherently “musical.” This narrow perspective conflicts with the inclusive ethos of SDG 4.
3. Advocacy for Inclusive Approaches: To counter these limitations, research advocates for broader, more inclusive definitions of musicality that draw on informal, participatory, and indigenous practices. Such approaches align with SDG 4.7 by promoting cultural understanding and participation.
4. The Belief-Practice Gap: Despite low confidence, generalist teachers overwhelmingly believe in the value of music education. However, they often justify its inclusion based on its benefits for other “core” subjects, which can diminish its intrinsic value as a key component of a quality education.

Meta-Narrative 3: Contextual and Systemic Challenges to SDG 4

The educational context, from national policy to institutional culture, significantly influences the delivery of quality music education.

• Marginalization of Arts Education: A global trend of prioritizing STEM and literacy over the arts, driven by standardized testing and economic pressures, leads to reduced funding, resources, and time for music in ITE and schools. This systemic de-emphasis is a primary obstacle to a holistic and balanced education.
• Curriculum and Policy Issues: Vague or overly theoretical curricula can leave generalist teachers feeling insecure and ill-equipped. In some post-colonial contexts, curricula that perpetuate Eurocentric approaches fail to align with SDG 4.7’s goal of promoting cultural diversity and heritage.
• The Role of Institutional Support: The influence of leadership and peers is paramount. Supportive principals, collaborative colleagues, and a positive institutional culture can mitigate individual insecurities and foster a thriving environment for music education. Lack of support serves as a significant barrier.

Meta-Narrative 4: Professional Behaviour and Teaching Practices

The competence and confidence of generalist teachers directly translate into the quality and nature of music activities in the classroom.

• Competence and Quality: Teachers with higher competence provide more frequent, diverse, and high-quality musical experiences. Those with low confidence often resort to a limited repertoire, simple singing activities, or an over-reliance on multimedia, which can lead to passive rather than active musical engagement for children.
• Pedagogical Approaches: A divide exists between child-centered, exploratory approaches (more common in ECEC) and structured, teacher-directed methods. While exploratory methods foster creativity and align well with modern educational goals, some teachers lack the confidence to manage them effectively.

Meta-Narrative 5: Teacher Training as a Lever for Change (SDG 4.c)

Effective professional development is essential for equipping generalist teachers with the skills and confidence needed to deliver quality music education.

1. Demand for Practical Training: Generalist teachers consistently express a need for more professional development, criticizing ITE programs as being too short, theoretical, and lacking in practical application.
2. Effective Training Strategies: The research identifies several successful approaches to teacher training that directly support the aims of SDG 4.c:
   • Hands-on, practical activities (e.g., learning an instrument like the ukulele).
   • Collaborative learning, mentoring, and peer support.
   • Authentic field experiences with positive feedback from children.
   • Partnerships between ITE institutions, schools, and community musicians.
   • Inclusive and culturally diverse pedagogical methods (e.g., Kodály, Orff, indigenous music).

Meta-Narrative 6: The Generalist vs. Specialist Debate

The discussion of whether generalists or specialists should teach music is central to structuring an equitable and effective education system.

• Strengths and Weaknesses: Specialists offer deep musical knowledge, while generalists provide pedagogical versatility and the ability to integrate music across the curriculum. Relying solely on one model presents challenges.
• A Collaborative Solution: The most promising approach for achieving the goals of SDG 4 is a collaborative model where specialists and generalists work together. This model leverages the strengths of both, ensures consistent musical integration, and builds the capacity of the entire teaching workforce, thereby promoting a sustainable and high-quality educational environment.

Discussion and Implications for Achieving SDG 4

The findings underscore that the professional competence of generalist teachers is not an isolated issue but is deeply embedded in systemic conditions. To advance SDG 4, a multi-pronged approach is required.

1. Policy and Funding: Policymakers must recognize arts education as a core component of quality education, not an expendable luxury. This requires adequate funding, resource allocation, and the development of clear, practical, and culturally inclusive curricula that support generalist teachers.
2. Teacher Education and Professional Development: ITE and in-service training programs must be redesigned to be more practical, collaborative, and context-relevant. Fostering supportive, non-judgmental environments where teachers can build confidence and skills is crucial for developing the qualified workforce needed to achieve SDG 4.c.
3. Future Research: Further research is needed to address the geographical imbalance in the current literature and to conduct longitudinal studies on the long-term impact of training initiatives. A greater focus on observational studies is required to bridge the gap between teachers’ perceived and actual competence.

Conclusion

Empowering generalist teachers to deliver quality music education is an integral and achievable component of the global commitment to Sustainable Development Goal 4. It requires a systemic shift that values the arts, invests in practical and continuous teacher training, and fosters collaborative educational environments. By addressing the individual and contextual factors identified in this report, educational systems can better equip teachers to provide the inclusive, equitable, and high-quality education that every child deserves.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

   The article primarily addresses issues related to the following Sustainable Development Goals (SDGs):

   • SDG 4: Quality Education

     This is the most central SDG in the article. The entire text is a systematic review of the factors influencing the quality of music education provided by generalist teachers in primary and early childhood education and care (ECEC) settings. It delves into teacher competence, the effectiveness of Initial Teacher Education (ITE), the need for professional development, curriculum content, and the availability of resources, all of which are core components of ensuring quality education.

   • SDG 10: Reduced Inequalities

     The article highlights significant inequalities in the provision and quality of music education. It points out disparities between different countries, such as the vast differences in mandatory music training hours for teachers in Australia versus Finland or South Korea. It also discusses cultural inequalities, noting how curricula in some regions, like Uganda and Zimbabwe, are “influenced by Western ideologies” and “rooted predominantly in colonialist, Eurocentric approaches,” which marginalizes indigenous musical traditions. This reflects an inequality in cultural representation and educational opportunity.

   • SDG 8: Decent Work and Economic Growth

     This goal is connected through the theme of teacher professionalization and well-being. The article discusses the professional competence, confidence, and self-efficacy of teachers, which are crucial for their effectiveness and job satisfaction. The lack of adequate training, resources, and institutional support described in the article can undermine the concept of decent work for educators. Furthermore, the text notes that the marginalization of arts education is often justified by a focus on subjects “deemed essential to a knowledge-based economy,” linking educational policy directly to economic priorities.

2. What specific targets under those SDGs can be identified based on the article’s content?

   Based on the article’s discussion, several specific SDG targets can be identified:

   • Target 4.2: Ensure that all girls and boys have access to quality early childhood development, care and pre-primary education.

     The article extensively focuses on ECEC settings, examining the competence of generalist teachers who provide music education to young learners. It discusses the quality of musical activities, which range from “spontaneous and free-play activities” to a heavy reliance on background music. The analysis of factors affecting teachers’ ability to deliver “sustained and holistic musical experiences” directly relates to the quality of early childhood education.

   • Target 4.7: Ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including…appreciation of cultural diversity and of culture’s contribution to sustainable development.

     The article addresses this target by highlighting the importance of culturally inclusive music education. It cites examples where incorporating “African and Māori musical activities fostered confidence, social cohesion, and cultural understanding among pre-service teachers.” Conversely, it criticizes curricula that perpetuate “colonialist, Eurocentric approaches,” thereby failing to appreciate and integrate local cultural diversity.

   • Target 4.c: Substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries.

     The core theme of the article is the competence and qualification of generalist teachers for music education. It repeatedly states that generalists often have “insufficient training during their initial teacher education (ITE)” and that many feel “inadequately prepared.” The text details the need for more and better professional development and compares the hours of music training across different national ITE programs, directly addressing the supply and quality of qualified teachers.

   • Target 10.3: Ensure equal opportunity and reduce inequalities of outcome.

     The article provides evidence of unequal opportunities in music education. The disparity in training hours (“Australian pre-service primary generalists receiving 42 h of music training—far less than in Finland (270 h) or South Korea (160 h)”) leads to unequal qualifications for teachers and, consequently, unequal educational outcomes for students depending on their geographical location.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

   Yes, the article mentions or implies several quantitative and qualitative indicators that can be used to measure progress:

   • Proportion of teachers with required qualifications (Indicator for Target 4.c)

     The article provides a specific statistic that serves as a direct indicator: “in 2013/2014, 38% of primary school music teachers in Norway lacked formal musical training.” This percentage can be tracked over time to measure progress in increasing the supply of qualified teachers.

   • Hours of music training in Initial Teacher Education (ITE) (Indicator for Target 4.c)

     The article uses the number of training hours as a key metric to compare teacher preparedness across countries. It cites specific figures: “Australian pre-service primary generalists receiving 42 h of music training—far less than in Finland (270 h) or South Korea (160 h).” This quantifiable data can be used to assess the adequacy of teacher training programs.

   • Teacher self-efficacy and confidence levels (Indicator for Target 4.c)

     The article frequently discusses teacher confidence and self-efficacy as crucial outcomes of training and experience. It notes that “strong self-efficacy often leads to higher engagement in music teaching.” Progress could be measured through surveys assessing teachers’ self-reported confidence, as implied by the numerous studies cited that rely on such self-reported data.

   • Integration of indigenous and culturally diverse content in curricula (Indicator for Target 4.7)

     Progress towards this target can be measured by analyzing curriculum content. The article critiques curricula for being “overly theoretical and influenced by Western ideologies” and praises approaches that incorporate “Māori and Samoan teachers” and “African and Māori musical activities.” A qualitative analysis of national and institutional curricula could serve as an indicator of the extent to which cultural diversity is appreciated and integrated.

   • Availability of and access to resources for music education (Indicator for Target 4.2 and 10.3)

     The article states that “insufficient access to resources—such as instruments, equipment, and professional development—has hindered generalist teachers’ ability to teach music effectively.” An indicator of progress would be the level of funding and the availability of these resources in ECEC and primary school settings, which could be measured through school surveys and budget analyses.

4. Create a table with three columns titled ‘SDGs, Targets and Indicators” to present the findings from analyzing the article.

   SDGs	Targets	Indicators
   SDG 4: Quality Education	4.2: Ensure access to quality early childhood development and pre-primary education.	Frequency and diversity of music activities in ECEC settings. Availability of musical instruments and resources in ECEC institutions.
   	4.7: Ensure learners acquire knowledge and skills for sustainable development, including appreciation of cultural diversity.	Extent of integration of indigenous and diverse cultural music in curricula (e.g., Māori, Samoan, African music). Reduction of Eurocentric/colonialist bias in music education syllabi.
   	4.c: Substantially increase the supply of qualified teachers.	Percentage of teachers with formal musical training (e.g., “38% of primary school music teachers in Norway lacked formal musical training”). Number of mandatory music training hours in ITE programs (e.g., Australia 42h, Finland 270h). Teacher self-reported confidence and self-efficacy in teaching music. Availability of and participation in in-service professional development workshops.
   SDG 10: Reduced Inequalities	10.3: Ensure equal opportunity and reduce inequalities of outcome.	Disparities in music training hours for teachers across different countries/regions. Inequalities in funding and resource allocation for music education between schools or districts.
   SDG 8: Decent Work and Economic Growth	8.5: Achieve full and productive employment and decent work for all.	Levels of institutional and leadership support for teachers’ professional development in music. Teacher occupational well-being and confidence related to their professional competence.

Source: frontiersin.org