This descriptive study examined elementary music teachers’ perceptions of their preparation and implementation of general music approaches. Missouri elementary music teachers ( N = 142) participated via email survey. Kodály and Orff Schulwerk were most frequently implemented, accounting for the greatest classroom time allocation, yet most teachers lacked formal credentials in these approaches. Teachers felt most prepared to teach singing and least prepared for improvisation and composition. Orff Schulwerk training was associated with significantly higher confidence in teaching improvisation and composition, whereas participants with Kodály training reported higher levels of confidence for teaching listening. Teachers demonstrated strong confidence for teaching traditional activities (singing, instrument playing) but lower preparedness for creative pedagogy and pedagogical approaches, possibly suggesting gaps in teacher preparation. Responses to open-ended questions revealed participants perceived that their preparation programs emphasized secondary over elementary music education. These teachers reported pursuing continued professional development through workshops and training to strengthen their elementary music expertise.
Jason Jian Han (2026) studied this question.