The use of language competences in teaching music: a case of primary schools in Lira-Dokolo districts

Abstract

This study investigated teacher efficacy in the implementation of the use of Language Competences (LC) in teaching CAPE 1 MDD in primary schools. The study was triggered by the need to establish teacher adherence to the Uganda Primary School Curriculum which demands that all teachers in upper primary classes use LC in preparation and actual teaching of music. The curriculum demands all teachers of upper primary classes to be teachers of English language. In order to contribute towards teacher adherence to the demands of the curriculum in question, the study aimed to establish the efficacy of teachers in the use of LC in preparation and actual teaching of music. A triangulation of methods namely document review, observation, and interviews was used to undertake the study. This study was guided by Bandura’s concept of teacher efficacy. This theory presupposes that mastery experience, vicarious experience, emotional arousal and verbal persuasion determine teacher efficacy in preparation and actual teaching of music. In preparation, the study discovered that: majority of ISTs had low efficacy in selecting appropriate vocabulary compared with PSTs. More ISTs have low efficacy in stating valid LC than PSTs. Both ISTs and PSTs have low efficacy in developing LC in the steps of their lesson plans. In music classroom instruction, the study found that: more ISTs teachers have low efficacy in modelling pronunciation. Both ISTs and PSTs have low efficacy in modelling reading of words. Majority of teachers have low efficacy in teaching meaning of words. In order to ensure efficacy of teachers in the use of LC in teaching music, this study recommended that: The Ministry of Education and Sports should re-train teachers in interpreting the competence based curriculum. The District Education Department should enforce the implementation of the use of LC in teaching music. Tutelage in the Primary Teachers’ colleges should emphasize the use of LC in preparation to teach music. School administrators should ensure that music is taught in all classes as time tabled. Teachers themselves should make efforts to seek knowledge from reliable sources.