FACTORS INFLUENCING THE IMPLEMENTATION OF MUSIC BY ANNEX PRESCHOOL TEACHERS IN SELANGOR Kwan Shwu Shyan1 Chan Cheong Jan

, Indra Selvarajah3, Bahaman Abu Samah4 1-3 Music Department, Faculty of Human Ecology 4 Dept. of Professional Development and Continuing Education, Faculty of Educational Studies Universiti Putra Malaysia
2

Keywords: perception, self-efficacy, support, implementation, music activities

ABSTRACT This study sought to identify the factors influencing the implementation of music by Selangor preschool teachers with reference to its perceptions, self-efficacy and support. It also evaluates the implementation of music. This study seeks the type of music equipments used. It also seeks the type of music activities the respondents offer and frequency of offering. It is essential to understand the factors that enhance or undermine teachers attempts to implement music as there are little data exists on the factors. Questionnaires were distributed to 138 preschool teachers in various districts in Selangor to generate the data required for this study. This study utilized a variety of analysis techniques on the data obtained, ranging from descriptive analysis to Pearson product moment correlation coefficient analysis and multiple linear regression analysis. The research findings revealed that the respondents highly perceived on the important role music play in personal and social development; in the development of music skills and knowledge; in classroom management; and in miscellaneous benefits. The level of self-efficacy of the respondents in implementation of music was moderate. Results from the questionnaire data indicated that the level of support for the respondents was high. Most kindergartens are in line with the preschool curriculum requirements of music equipment for teaching and learning facilitation. The level of implementation for music appreciation activities was moderate. Similarly the level of implementation for singing activities was also moderate. For creative movement activities, the level of implementation was high with a lot of respondents having a large open area for music movement activities. The level of implementation of music for overall music activities which are music appreciation, singing and creative movement was moderate. Statistical test revealed that there was no relationship between years of teaching experience and implementation of music. However, the relationship between support and implementation of music was low. Both the relationship between teachers perception and implementation of music and the relationship between self-efficacy and implementation of music were moderate. Further statistical test indicated that self-efficacy was the most important factor which influenced the implementation of music in the classroom. However, the study revealed that there are some respondent who do not have the confidence in their abilities in teaching music. Therefore, pre-service preschool training programs need to be designed in such a way that it can develop skills and concepts more thoroughly while helping them to develop their abilities to use music activities combined with other subjects or activities. Lastly, it is hoped that the findings and recommendations of this study will contribute towards the improving the implementation of music by preschool teachers in their classroom.

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INTRODUCTION Music is an important learning tool as contributing to the total development of a child, which includes intellectual, emotional, physical, social and aesthetic (Temmerman, 1998). In order for musical aptitude to develop, a nurturing environment is needed especially one that provides opportunity for purposeful activity to take place (Gordon, 1987). An effective music curriculum and master teachers can promote many positive musical experiences that will stay with the child for a lifetime (Sim, 1995). Recently, the Ministry Education of Malaysia has taken the initiative to develop a national curriculum for preschool, with emphasis on a thematic approach and learning through play (Ministry Education of Malaysia, 2003). Since 2002, more preschools classes operating in primary schools have been opened (Selangor Education Department, 2002). More than 3000 teachers who had trained preschool education before this will be given refresher course before they were placed in these newly open preschools (Ministry Education of Malaysia, 2001). A majority of the music educators were unable to produce a convincing rationale on why music education should be implemented in schools (Johami, 1993). There were some music educators who functioned with different perception and understanding concerning the values of music education depending on their individual training and background. There is no study in Malaysia that has been conducted on the implementation of music in government annex preschool. It is essential to understand the factors that enhance or undermine teachers attempts to implement music. This is an initial attempt to identify the influencing factors in annex preschools classes in Selangor during the third year of implementation of the National Preschool Curriculum in Malaysia. Objectives of the Study The primary aim of this study is: 1) To determine the level of preschool teachers perceptions towards the role of music in education; 2) To determine the preschool teachers level of self-efficacy in the implementation of music; To determine the level of support for preschool teachers in the implementation of music; To determine the preschool teachers level of implementation of music;

3) 4)

5)

To identify the relationship between the preschool teachers years of teaching experience, perceptions, self-efficacy and support with their implementation of music; To identify the most important factors influencing the implementation of music.

6)

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LITERATURE REVIEW Factors Influencing the Implementation of Music Implementing music to young children is built on the premise that learning in the early years is a process based on the interaction of the child with the people and objects in his environment. The quality and relevance of learning in preschool are affected profoundly by the nature and content of the young childs interactions with his teachers. Stern and Keisler (1975) contend that no innovation is likely to be successful unless the taachers reactions to the program are carefully considered. The factors influencing the implementation of music involve a complex web of personal and environmental issues. Teachers Years of Teaching Experience According to Huberman (1992), young teachers are primarily survival and discovery, followed by periods of stabilization, experimentation, and activism. Older teachers tend toward conservatism and disengagement. Goolsby (1996) compared experienced, novice, and student teachers during instrumental rehearsals and the amount of time spent on each activity. The study discovered that student teachers talked most and allowed students to play least. A replication of this causalcomparative study was done by Goolsby (1999) who studied of expert and novice instrumental music teachers seeking to determine characteristics that may define successful and outstanding band directors. A total number of 10 expert and 10 novice teachers prepared an identical composition for a rated performance. Results showed that novices used overall more time and spent more time in verbal instruction while preparing the composition. The expert teachers spent a greater percentage of the rehearsals performing than novices did. Differences for frequency distributions indicated that novice teachers stopped and restarted more frequently without providing instruction, whereas expert teachers addressed balance, style, tone, and intonation more than did novices. Teachers Perceptions towards Music in Education Teachers perceptions towards music in education are considered important. A correct and accurate perception as required and outlined by education organization like school will definitely bring more success to the development of music education. The teacher is the provider of experiences designed to develop logical operations and effective learning behaviors through developmentally appropriate experiences. In a survey done by Saunders and Baker (1991), preschool and primary school teachers believe that experience and music skill are very beneficial. Music can be used for recreation purpose, medium for activity in teaching and also as an approach or media for education. Shelly (1995) strongly stressed on the positive attitude of teachers have towards music. It is very important for preschool teachers to have inclination and interest in music. One of the suggestions by Smith (1969) is that teachers themselves to show their interest towards music produced by children. Teachers aspiration can motivate children to like music more and thus obtain the benefits of activities which will be carried out. Kelly (1998) stated that teachers with more positive perception towards music will be more effective in developing students music skills. Teachers Self-Efficacy Self-efficacy is defined as the degree to which a person feels capable of successfully performing a certain task (Zimmerman, Bonner & Kovach, 1996). Efficacy in teaching has been identified as central to effective implementation of new approaches (Fessler & Christensen, 1992) particularly in areas that promote an inductive rather than a prescriptive approach (Letven, 1992). Differences in initial levels of self-efficacy are related to personal characteristics but can be enhanced through training and support (Bandura, 1977; 1986). Jeanneret (1997) showed a significant change in the degree of teachers confidence in teaching music before and after their taking a music fundamentals course. Research (Shavelson & Stern,

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1981) focusing on the improvement of music educators has shown the influence of teachers philosophical backgrounds, contemporary theories that affect the content and structure of teacher education curricula, and instructional level and type of specialization of teachers. Institutional Factors Support The interactions between internal and external factors are important for the success of implementation of music. Personality differences, school climate, peer interaction, external pressures, and internal orientations all can affect successful implementation of new teaching approaches. Joyce and Showers (1995) concur, focusing on peer support, innate personality characteristics and a school climate supporting growth as key to the ongoing engagement of teachers in their profession. Bridges (1989) was concerned about the quality of music education. He insisted that it is dependent upon both the quality of the teacher and the curriculum and conditions of teaching. In countries where there is little respect for the teaching of music, music educators tend to be less educated and the students learning of music is limited.

Implementation of Music The major task involved in the implementation of music to children is to provide a variety of meaningful experiences closely related to activities in their world. It should give them time and space to experiment with and explore all types of sounds, to listen to and interpret sounds with their bodies, voices, and instruments. In a research by Nardo (1996), the results indicated that 33% of teachers had education through music training and 58% had private music lessons. Teachers engaged children in music activities 4 to 5 times per week for an average of 15 minutes at a time. Large group singing was reported as the most frequent music activity. Approximately 95% of centers had rhythm instruments, cassette tapes, players, music props, and puppets. Almost half of centers never assessed learning related to musical concept, development and in-tune singing.

The most frequently occurring aims of early childhood music programs according to Temmerman (1998) and Liew & Lam (2003) are enjoyment of music and involving children in singing games respectively. Whereas the most frequently used equipment employed according to them are untuned percussion instruments and audio tapes respectively. Malin (1993) found that music was used most frequently for special occasions and the least for music skill development. Over 70% of elementary classroom teachers were reported to use or teach music. Singing was used most frequently on a daily basis. Lower grade teachers spent more time on music, taught singing, chanting, listening, moving, creating and established music learning goals more frequently than upper grade teachers.

Wu (1999) study indicated most kindergarten teachers have adequate music equipment and it is used. Most kindergartens are outfitted with a keyboard, non-melodic percussion instruments, melodic percussion instruments, cassette tapes and player, CDs and CD player, music videos, VCR, video recorder, curriculum guides for kindergarten music, computer and music games. But few kindergartens have guitars and recorders. In the findings of Wu, the music experiences provided were varied, and the frequency of with which they are used is high. The kindergarten classrooms were provided with singing, listening,

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playing instruments, moving/dancing, playing with music, and watching music programs on TV. In addition, music with drama, Orffs music games and Dalcorzes rhythm activities were provided by a few teachers. The most frequent activities were singing activities, at least 86% once a week. The devoted time to music in their classrooms was an average of 10 to 15 minutes every day.

METHODOLOGY Research Design This study employed a quantitative method using correlational research design. The study utilized questionnaire as instrument for gathering data. Mail survey was administered in this study to obtain a variety of information or views regarding the implementation of music and factors influencing the implementation. Conceptual Framework of the Study The theoretical model for the conceptual framework of this study is adapted from Banduras (1986) model of reciprocal determinism. The conceptual framework is presented in Figure 1 where the variables of the research are explicitly stated. The independent variables (aspects of the factors evaluated) are of the teachers years of teaching experience factor, perceptions factor, selfefficacy factor, and support for preschool teacher factor. The dependent variable (aspects of the implementation of music evaluated) is the implementation of music in the classroom. The implementation of music comprises of music equipments and music activities which are music appreciation, singing and creative movement. Independent Variable Years of teaching experience Perception towards the role of music in education: - Personal and social development - Development of music skills and knowledge - Classroom management - Miscellaneous benefit Self-efficacy Support from the school and parents for preschool teachers Dependent Variable

Implementation of music: - Music equipments - Music activities: - Music appreciation - Singing - Creative movement

Figure 1: The Conceptual Framework of the Study The target population of the study was all the 215 preschools teachers with more than a year of teaching music experience in classrooms of preschools operating in the general National Primary Schools in Selangor. Based on Krejcie and Morgan (1970) table and by proportionate stratified sampling for a population of 215, a sample size of 138 was calculated.

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Research Instrument In general, questions were divided broadly into two types that are closed-ended questions and open-ended questions. There are several different types of closed-ended questions that will be used which are yes or no questions, checklists questions, and Likert-like scaled questions. Specific open-ended questions were also be used in the follow-up questions. Development of the Questionnaire The specific content of the survey items from the researchers perspective reflect the previous work of Wu (1999) and Oreck (2001). Most of the items in the questionnaire were adapted from Wu (1999) who investigated the attitudes of selected kindergarten teachers in Taiwan concerning their use of music experiences with children in their classrooms. Regarding the implementation of music, the items on music equipments and music activities were localized by the researcher from examining the National Preschool Curriculum provided by the Centre of Curriculum Development Division of the Ministry Education of Malaysia. Some items of the questionnaire on self-efficacy and support were adapted from Oreck (2001) who investigated the factors influencing teachers use of the arts in the classroom. The questionnaire was prepared in the English and translated into Malay Language. The questionnaire comprises four sections: background information, attitudes towards music in the classroom, implementation of music and finally, reasons and suggestions. In Section 1, there are 8 items which relate to the background and particulars of the respondents pertaining to gender, age, professional qualification, option of study, music qualification, attendance of music courses, years of teaching experience and school location. In Section 2, there are 46 items which employs a four point Likert-like scale with: 1 being strongly disagree, 2 being disagree, 3 being agree and 4 being strongly agree. It focuses on the factors towards implementation of music in the classroom. This section is divided into 3 subsections as follows:i. Perceptions towards the role of music in education consist of 32 items which probe the respondents perception towards the role of music in education. The perceptions are further divided into four types of role of music. There are 8 items in each role of music as follows:a) Personal and social development b) Development of music skills and knowledge c) Classroom management d) Miscellaneous benefits ii. Self-efficacy in the implementation of music consists of 8 items which probe the respondents efficacy or confidence in implementing music in the classroom. iii. Support for implementation of music consists of 6 items which probe the support for the respondents on the implementation of music in the classroom. In Section 3, there are 7 items on implementation of music. The questions consist of 3 yes or no questions, 2 open-ended questions and the other 2 checklists questions which require indication by ticking against the choice which reflects the response of respondents. This section is divided into 2 subsections which are as follows:i. Type of music equipments used which probe the type of music equipments used in the respondents classroom. There are 3 yes or no items which probe the type of music equipments used, specific area in the classroom for music teaching and open area for music movement activities respectively. There is 1 open-ended item which probes other music equipments used. ii. Type of music activities and frequency consists of 3 items. One checklist item requires an indication by ticking against the choice which reflects the response of respondents devoting time to music in their class per day. Another checklist item probes the type of music activities the respondents offer and frequency of implementation employed a five

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point frequency scale with: 1 being never, 2 being once or twice a semester, 3 being once every few weeks, 4 being once or twice a week and 5 being everyday. The remaining 1 item is an open-ended item which probes the other musical activities provided and its frequency. In Section 4, there are 4 open-ended questions which invite respondents to state their motivation and constraint for implementing music in the classroom and to give suggestions on how to further improve the implementation of music in preschools. Reliability of Research Instrument Reliability test for measuring homogeneity of the final questionnairess items were computed using Cronbachs coefficient alpha. The reliability scores provide evidence that the measures are internally consistent as shown in Table 1. Table 1: Reliability of the Research Instrument Aspects Evaluated Numbers of Cronbach Items Pilot Study Perceptions towards the role of music in education:a) In personal and social development 8 0.717 b) In development of music skills and knowledge 8 0.911 c) In classroom management 8 0.828 d) In miscellaneous benefits 8 0.836 Level of self efficacy in implementation of music Support for implementation of music Type of music activities and frequency in the implementation of music :- Music appreciation - Singing - Creative Movement 8 6 0.748 0.884

Alpha Final 0.830 0.847 0.819 0.719 0.834 0.833

13 11 4

0.850 0.805 0.820

0.844 0.755 0.825

Data Collection There were a total of 138 sets of questionnaire sent to the subjects in this survey. The subjects were given three weeks to return the completed questionnaires. Subjects who had not returned the questionnaires after the third week were reminded either by mail or telephone. There were 96 respondents or 69.6% retrieval of completed questionnaires out of the 138 sets sent. Data Analysis The data obtained from the questionnaires were coded and analyzed using SPSS. Analysis of data was performed using descriptive statistics: frequency counts, percentages, means and standard deviations. For further analysis, the interpretation of the value of Pearson product moment correlation coefficient by Davis (1971) was used to identify what relationship exists between the preschool teachers years of teaching experience, perceptions, efficacy and support with their implementation of music. In addition, multiple linear regression analysis was used to identify important factors influencing the implementation of music. The level of the variables was measured by using the mean average rating categories which were classified into low, moderate and high levels. To determine the level of each variable in the research, the mean score was used against the categories. The mean score was also used to

Persidangan Pendidikan Muzik Malaysia 2005 (MusEd05)

determine the overall level of perception towards the role of music and overall level of music activities. The categories for the perceptions, self-efficacy and support are as follows:Low (1.00-2.00) Moderate (2.01-3.00) High (3.01-4.00) The categories for the music activities (music appreciation, singing and creative movement) are as follows:Low (1.00-2.33) Moderate (2.34-3.66) High (3.67-5.00)

RESULTS Aspects of the Factors Evaluated This section examines the factors (perceptions, self-efficacy and support) towards implementation of music in the classroom. This study examines the perceptions of preschool teachers towards the role of music in education. The role of music is divided in the following categories: (a) personal and social development (b) development of music skills and knowledge (c) classroom management and (d) miscellaneous benefits. Besides the perceptions, it examines the teachers self-efficacy in implementing music in the classroom. It also examines the school and parents support for preschool teacher to implement music in the classroom. Perceptions Towards the Role of Music in Education a) Perception Towards the Role of Music in Personal and Social Development All the preschool teachers (100%) were in view that music is a way to develop the child creativity. This result implies that the teachers acknowledged music training and music activities are often considered as vehicles for stimulating creativity. All the teachers (100%) also were in view that music can help children learn art. This result implies that the teachers perceived music as art and therefore it helps children to learn art. All the teachers (100%) were in view that music can instill spirit of patriotism among children. The result was reflected by a total of 90.6% of respondents who provide singing assembly songs which are national anthem, state and school song activity once or twice a week and every day. However, there are 13.5% of respondents who disagreed that music is important for the complete development of the child. The result was much higher as compared to those of Wu (1999) regarding the role of music in classroom management whereby none reported that they disagree to it. This finding of the study could imply that these pre-school teachers in this study are not fully aware that music is truly important or necessary for children development. Based on the 8 items in the questionnaire regarding the role of music in personal and social development, over 86% of the respondents reported that they agree that music plays a role in this area. It seems that these teachers see music as a valuable learning tool in early childhood. The findings of Wu (1999) regarding the role of music in this area showed over 90% of respondents agreed to it which is slightly higher that the researchers findings. Generally, the level of perception towards the role of music in personal and social development was high with a mean of 3.37. b) Perception Towards the Role of Music for the Development Of Music Skills and Knowledge

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A total of 99.0% of the respondents were in view that music can be used for the development of psychomotor responses. This result was reflected by the high level of implementation for creative movement activities with mean value of 3.98. There were 98.5% of respondents who were in view that music can be used for the development of aesthetic sense. This result reflected that the respondents perceived aesthetic values inherent in music should be one of the most important reasons for the inclusion of music activities in preschools. However, there are 9.4% of respondents who disagree that music can be used for improving pitch discrimination and tonal memory. These respondents could probably perceive that older children have the ability to recognize pitch direction and remembering melodies than kindergartners. Generally, the level of perception towards the role of music in preschool for the development of music skills and knowledge was high with a mean of 3.28. In the study of Kelly (1998) regarding the preschool classroom teachers perception of useful music skills and understandings, she reported that generally teachers with more positive perception towards music may be more effective in developing students music skills and understanding. This finding implies that the respondents in this study were in the same view with Kellys research teachers. c) Perception Towards the Role of Music in Classroom Management All the respondents (100%) were in view that music is a good way to change student mood. All of them (100%) also were in view that music helps to release stress in children. The results imply that the respondents will most likely to use music whenever they feel the need to uplift the children state of mind or feeling. With regard to the 8 items in the questionnaire on the role of music in classroom management, over 84% of respondents reported that they agree that music plays a role in this area. The result was slightly lower as compared to those of Wu (1999) regarding the role of music in classroom management whereby over 88% reported that they agree to it. This finding of the study could probably indicate that the respondents in this study tend to use music more when children were feeling bored especially in the afternoon or when their physical or mental energy were demanded. Generally, the level of perception towards the role of music in classroom management was high with a mean of 3.38. d) Perception Towards the Role of Music in Miscellaneous Benefits Based on the responses to the questionnaire items on the perception towards the role of music in miscellaneous benefits, all respondents (100%) were in view that music is recreational. The results of study of Wu (1999) indicated that music is for recreational purpose was the highest percentage (94.5%) which is slightly lower than the researchers findings. A total of 99.0% respondents were in view that children have a right to learn about music. The result was slightly higher than Wu (1999) who reported over 94.5% of teachers cited that children have a right to learn about music and music is fun for the children. According to Haines (1992), a child has a right to musical experiences in her education. The result also supports the research of Haines. Similarly a total of 99.0% respondents were in view that music is fun for children. The result was also slightly higher than Wu (1999) who reported over 91.1% of teachers cited that music is fun for the children. This result implies that all respondents emphasis that music activities created for young children are an experience of pleasure and joy rather than music educational benefits. However, there are 17.7% of respondents who disagree that music is for special occasions like birthdays, holidays, and celebrations. The findings in this study imply that the disagreement could be contributed to the usage of music for religious and cultural occasions.

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In general, the level of perceptions towards the role of music in miscellaneous benefits was high with a mean of 3.33. The results concur with the findings of Wu (1999) regarding the role of music in miscellaneous benefits. Level of Overall Perception Towards the Role of Music The level of overall perceptions towards the role of music in education was high. The results imply that the teachers believe in the importance of the role of music and they recognize its potential benefits for children. The results reveal that the teachers believe that usic is an impportant learning tool as contributing to the total development of a child which iludes intellectual, emotional, physicla, social and aesthetic (Temmerman, 1998). Table 2 presents various levels of overall perception classified for the overall perception towards the role of music in education (role of music in personal and social development, role of music in preschool for the development of music skills and knowledge, role of music in classroom management, role of music in miscellaneous benefits). As a whole, the mean for the level of the overall perception was 3.34 which indicated a high level of perception. Table 2: Level of Overall Perception Towards the Role of Music Frequency Level 1. Low 2. Moderate 3. High Mean: 3.34 (1.00-2.00) (2.01-3.00) (3.01-4.00) 17 79 Standard Deviation:

% 17.7 82.3 0.30

Level of Self-Efficacy in Implementation of Music There were a total of 69.8% respondents who agreed (61.5%) or strongly agreed (8.3%) that they have confidence in their abilities in teaching music. However, the remaining of respondents who lacked confidence in teaching music was 30.2%. The remainder respondents may feel that they do not have a choice since music activities are a required part of the curriculum in kindergarten in Malaysia. Even though they feel that teaching music is a regular responsibility, they (94.8%) enjoy using music with their children. These results are similar with the Taiwanese kindergarten teachers in the study by Wu (1999) on the level of their confidence (70.3%) and enjoy using music with their children (94.5%). A total of 80.2% of respondents reported that they use various approaches in music instruction in a creative way. Torrance (1970) has demonstrated that any teacher can learn to use more creative pedagogy and enhance his or her own creativity in teaching. The result of this finding may implies that a large percentage of teachers possess the basic creative attitude and values because they can learn it as demonstrated in the study by Torrance. There are 33.4% of respondents who were not in view that they have the confidence to use music equipment to facilitate music activities. There are also 33.3% of respondents who feel uncomfortable leading music activities. This finding could suggest that pre-service preschool training programs should provide education designed to develop skills and concepts more thoroughly while helping those pre-service preschool teachers develop their abilities to use music activities combined with other subjects or activities. In general, the level of self efficacy for respondents in implementation of music was moderate with mean value of 2.93. Table 3 presents the various level of self-efficacy in implementation of music.

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Table 3: Level of Self-Efficacy (Confidence) in Implementation of Music Level Frequency 1. Low 2. Moderate 3. High Mean: 2.93 (1.00-2.00) (2.01-3.00) (3.01-4.00) 3 63 30 Standard Deviation:

% 3.1 66.6 31.3 0.40

Support for Implementation of Music A total of 99.0% of the respondents were in view that their headmaster encourages their creativity. There were 95.9% of the respondents who were in view that their school is supportive of innovative music teaching approaches in their classroom. Both the results are quite similar and it implies that the encouragement of their headmaster may produce a supportive environment in the school for their teachers to use innovative music teaching approaches. In the opinion of the researcher, headmaster plays an important role in providing support for implementation of music. However the percentage of respondents who disagree that the inclusion of music regularly in the classroom would be supported by parent; and by their headmaster were 11.5% and 10.4% respectively. It seems that their headmaster and the parent do not support them to conduct music on regular basis because their headmaster and the parent could probably have a lower priority in music as compared to language components. As shown in table 4, the mean for the level of support for implementation of music was 3.17 which indicated a high level of support. Table 4: Level of Support for Implementation of Music Frequency (1.00-2.00) (2.01-3.00) (3.01-4.00) 52 44 Standard Deviation:

Level

% 54.2 45.8 0.37

1. Low 2. Moderate 3. High Mean: 3.17

Aspects of the Implementation of Music Evaluated This section examines the implementation of music. This study seeks the type of music equipments used. It also seeks the type of music activities the respondents offer and frequency of offering. In addition, it seeks the respondents devoting time to music in their class. Type of Music Equipment Used The highest usage among all categories is the CDs and CD player category (96.9%). The usage shows that the availability and accessibility of CDs are high. The usage also contributed by the multi usages of CD which can be used for language development and music activities. Based on the findings, the usage of music equipment in kindergartens are CDs and CD player (96.9%), cassette tapes and player (95.8%), music, video, VCR, video and TV (94.9%), nonmelodic percussion (93.9%) and followed by computer technology (51.7%). The top 5 ranking list of usage of equipment is in line with the preschool curriculum that material which include audio (radio, cassette player, CD player), audio-visual (television, computer) and non-melodic percussion instruments are to be provided in order to facilitate the teaching and learning in preschool. However the computer technology (51.7%) usage was low, many of the newly opened annex preschool could probably be waiting for computer to be delivered and installed at their premise. Based on the concept and principle of the National Preschool Curriculum, one of the major approaches to be given emphasis is the usage of Information Communication Technology (ICT) in teaching.

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Findings show that percentage usage of piano, organ or keyboard was 4.2% because this type of music equipment is not listed in the preschool curriculum as material provided to preschool. The researcher feels that this type of music equipment should be provided to enhance learning. It encompasses the full spectrum of sound and an infinite flexibility in harmony, put together in a form that allows a child to really see and understand the logical relationships among sound. The percentages of not having a specific area in the classroom for music teaching was 41.7% and therefore these teachers need to rearrange tables and chairs in the classroom whenever they need to teach music in the classroom. Type of Music Activities and Frequency Evaluated Type of music activities and frequency probes the type of music activities the respondents offer and frequency of implementation. It also probes the respondents devoting time to music in their class. In this study, the kindergarten teachers devoted an average of 10 to 15 minutes daily to music in their classroom. The results are similar to those of Wu (1999), 10 to 15 minutes and Nardo (1996), average of 15 minutes regarding devotion time to music in classroom. Frequency of Music Appreciation Activities Generally, the level of implementation for music appreciation activities was moderate with a mean of 3.28. This moderate implementation was related to the sound exploration activities which are resulting from blowing activities (31.3%), from plucking activities (28.1%), and from knocking and scarping activities (11.5%) on never basis. The low percentage for sound exploration activities coincides with Wenerd (1989) who reported in her study of American preschools that the six musical activities provided in order were: singing, movement, listening, instrumental activity, improvisation of melodies, and sound exploration. Sound exploration was the last in the order of musical activities provided by Wenerd. Frequency of Singing Activities Group singing (58.3%) was reported in this study to be most frequent activity every day. This most frequent activity is similar to Nardo (1996) who surveyed the music education needs of California early childhood. The two highest percentages activities in the once or twice a week basis were listening to children songs and trying to follow melody of the song (60.4%) and listening and guessing melody of children (58.3%). The results indicate that the activities were the preferred by the respondents because children songs and its melody are easy to follow and liking by children. Generally, the level of implementation for singing activities was moderate with a mean of 3.56. Frequency of Creative Movement Activities Based on the findings, the highest implementation among the three activities namely music appreciation (mean 3.38), singing (mean 3.56) and creative movement (mean 3.98) is creative movement activities. Generally, the level of implementation was high for creative movement activities with a mean of 3.98. The level of implementation was high for creative movement activities was reflected by the high percentage of 70.8% of respondents reported of having a large open area for music movement activities.

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Level of Overall Music Activities As a whole, the mean for the level of overall music activities (music appreciation, singing and creative movement) in the implementation of music was 3.49 which indicated a moderate level of implementation. The results were reflected by the moderate level (mean 2.93) of self-efficacy of teachers to implement music activities. The researcher feels that the level of implementation can be improved if the respondents emphasis on thematic and integrated approaches in their teaching based on the concept and principle of the National Preschool Curriculum. They can also integrate music activities into other subjects for variety of instructional purposes.

Correlation Analysis For correlation analysis, Pearson product-moment correlation coefficients were performed to identify what relationship exists between independent variables and dependent variable. The results on the relationship with implementation of music are presented under years of teaching variable, perceptions variable, self-efficacy variable and support variable.

Factor

Table 5: Relationship Between Factors and Implementation of Music r .001 .308 .262 .218 .255 .301 .309 .217

.990 .002 .010 .032 .012 .003 .002 .034

a) Years of Teaching b) Perception Towards the Role of Music in Education - Personal and social development - Development of music skills and knowledge - Classroom management - Miscellaneous benefits c) Self-Efficacy d) Support a) Relationship Between Years of Teaching and Implementation of Music

Table 5 shows the relationship between years of teaching and implementation of music. This result of the analysis reveals that there is no relationship and it is not significant (r = .001, p > .05). This implies that the teaching experience in teaching music does not necessarily indicate how well teachers teach music. b) Relationship Between Perceptions and Implementation of Music The relationship between perceptions and implementation of music is presented in Table 5. The result of the analysis indicates that the relationship is moderate and significant between perceptions and implementation of music (r = .308, p < .01). This implies that how teachers perceive the role of music in education tend to relate to the way they implement their music lessons. Among all the perceptions (in personal and social development, in preschool for the development of music skills and knowledge, in classroom management, in miscellaneous benefits) shown in Table 5, the relationship is highest for the perception towards the role of music in miscellaneous benefits. The relationship is moderate and significant between the perception towards the role of music in miscellaneous benefits and the implementation (r= .301, p < .01). c) Relationship Between Self Efficacy and Implementation of Music As shown in Table 5, the relationship is moderate and significant between self efficacy and implementation of music (r = .309, p < .01). This finding implies that the relationship between the

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teachers perceive capability to teach music well is related to how they implement their music class. d) Relationship Between Support and Implementation of Music Table 5 presents the relationship between support and implementation of music. It can be concluded that the relationship is low and significant between support and implementation of music (r = .217, p < .05). This implies that support from the headmaster and parents to implement music are an important factor in determining how music classes are implemented.

Multiple Linear Regression Analysis For the purpose of further analysis, multiple linear regression analysis is performed to identify the variable that contributes most to the implementation of music in the classroom. Table 6 presents the multiple linear regression analysis between years of teaching, perception, self-efficacy, support; and implementation of music. The model explains 13.8 percent of the variance in the implementation of music F(4, 91) = (3.644, p < .01). The result of the regression analysis indicates that self-efficacy made the strongest unique contribution to the implementation of music in the classroom ( = .219, p < .05). Table 6: Multiple Linear Regression Between Factors and Implementation of Music Factor Beta t Years of Teaching -.056 -.569 .571 Perception .218 1.739 .085 Self-Efficacy .219 2.018 .047 Support .015 .122 .903 R =.372 R2 = .138 F = 3.644 Sig F = .008 Teaching efficacy is the belief that one is capable of exercising personal control over ones behavior, thinking and emotions. Self efficacy influences our thought patterns and emotions, which in turn, enable actions.

CONCLUSION This study was an attempt to provide an accurate description of the music activities offered by preschool teachers and to identify the factors influencing the implementation of music. As a whole, the preschool teachers surveyed in this study generally perceived the role of music as important. They believed that music is a valuable tool for helping children develops their diverse range of abilities. Most kindergartens are equipped with CDs and CD player, cassette tapes and player, non-melodic percussion and computer technology equipment which is line with the preschool curriculum requirements for teaching and learning facilitation. However, the level of implementation of music in preschool is moderate. The results show that the teachers self-efficacy factor can be seen as the most significant influencing factor in the implementation of music in the classroom. Responses from the open-ended questions also support the observation that self-efficacy is greatly influenced by the lack of training, skill and knowledge of the teachers. School administrators from departments in the Ministry of Education and professors in teachers colleges and universities need to be aware that the more effective a teacher preparation program they provide, the better teachers they will have. If pre-service and in-service teachers learn more music courses, they will have more confidence in implementing music in their preschool classrooms.

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