MALAYSIA’S PRIMARY SCHOOL MUSIC TEACHERS’ READINESS ON MULTICULTURAL MUSIC EDUCATION

Authors: Lim Wu Min & Mohd Hassan Bin Abdullah

ABSTRACT

This study explores the readiness of Malaysia’s primary school music teachers to implement multicultural music education in their classrooms. With Malaysia’s diverse cultural landscape, integrating various musical traditions into the education system is essential for fostering cultural understanding and national unity. The purpose of this study is to determine the level of readiness among primary school music teachers by analysing data from a survey conducted with 232 respondents. The survey included constructs measuring teachers’ perspectives on the multicultural curriculum and their knowledge and skills related to implementing such a curriculum. The first construct, which focuses on teachers’ attitudes toward the multicultural curriculum, showed a high mean score (3.93), indicating positive attitudes toward multicultural education. The second construct, which assesses teachers’ knowledge and skills, also scored high (3.93), suggesting that teachers feel reasonably prepared, but there are areas for improvement. These results indicate that while there is a solid foundation for implementing multicultural music education in Malaysia, there is a need for continuous professional development and resource allocation to ensure that all teachers can effectively deliver a diverse and inclusive music curriculum. The study concludes with recommendations for enhancing teacher readiness and fostering a more inclusive educational environment that reflects Malaysia’s rich cultural diversity.

Keywords: Multicultural music education, teacher readiness, survey, primary school education, Malaysia, cultural diversity.

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