Student Satisfaction with University Pre-service Music Teacher Training Programs: A Study from Guangxi Province
Abstract
Research has shown that music teachers in Chinese middle schools encounter challenges in teaching music; and it is important to evaluate the quality of university-based pre-service music teacher programs preparing future music teachers in these schools. The aims of this study were to a) assess the satisfaction levels with pre-service music teacher training programs at eight Chinese universities in Guangxi Province and b) offer recommendations for music teachers, the universities involved in teacher preparation, and the various stakeholders including administrators, program developers, music educators, and students at these institutions. Using a sample of 365 completed surveys; this study examined satisfaction levels in three key areas: professional social interaction (PSI), curriculum and teaching (CAT), and environment and resources (EAR). Findings reveal high overall satisfaction, particularly with PSI and CAT, while EAR received lower ratings, highlighting concerns about resource adequacy. Significant differences were found in PSI satisfaction based on participants' monthly living expenses, with those spending less reporting lower satisfaction. No significant differences were observed across other demographic variables. First, pre-service music teachers in Guangxi Province generally express satisfaction with their training programs. Second, the study found no significant impact of demographic variables such as university type, major, gender, or year of study on student satisfaction across PSI, CAT, and EAR. Third, the study revealed that participants’ socioeconomic status significantly affects their satisfaction with the university training programs. Finally, while the current programs are effective, there is room for improvement.
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