Teachers' Perceptions on Music Education in Swaziland Primary Schools

Abstract

This study sought to establish teachers' perceptions of music education in Swaziland primary schools. The study was located in the interpretivist research paradigm and followed a qualitative research approach which applied a case study design. Individual interviews and focus group discussions with a purposive sample of 58 practising teachers were used to collect data. Data were analysed for content and conclusions were drawn. The findings of the study reveal that there are benefits to music education. The study found that music was not regarded as a subject in the Swaziland curriculum, but an extra-curricular activity in some schools. The study revealed that schools do not have the appropriate resources needed to teach music. The main conclusions of the study were that music was not given the respect it deserved in the Swaziland curriculum. It was also concluded that teachers needed to be trained to teach music.  The main recommendations are that teachers should be appropriately trained in music education so that they are able to teach music as a subject in schools. The study also recommends that schools should provide the appropriate teaching and learning resources to support teachers and learners in music education. It is a recommendation in this study that primary school music education programmes be formulated. Timetabling should ensure that music education is given enough hours per week and that the hours allocated to music education be used for music and not for other subjects. It is also recommended that music education becomes an examinable subject at grade seven.