The purpose of this study was to examine the differences in earlychildhood teachers’ music teaching practices according to related variables and toidentify factors that influence the level of music teaching implementation. Data werecollected from 191 teachers working in Seoul and Gyeonggi Province through aquestionnaire addressing personal and institutional characteristics, training experiences, accompaniment skills, and music teaching practices. The data wereanalyzed using descriptive statistics, ANOVA, correlation, and multiple regression. The results showed that music teaching practices differed significantly depending onthe teacher’s workplace, training in music and instruments, in-service training inmusic technology, and accompaniment skills. Among these, accompaniment skillswere found to be the most significant predictor. These findings suggest the needfor targeted support in developing early childhood teachers’ music teachingcompetencies.
Lee et al. (Tue,) studied this question.