A Training Program for Evaluating Chinese Music Instructors’ Leadership Competencies in Universities in Chongqing, China

Abstract

Background and Aims: The need for effective leadership within Chinese music education departments in Chongqing universities. This program likely aims to develop and assess leadership competencies specific to the unique context of Chinese music instruction, aligning with broader goals of enhancing educational quality and organizational effectiveness in higher education institutions. This study investigates leadership competencies among music instructors in higher education in Chongqing, China, utilizing a multi-institutional cross-sectional approach to discern the current and desired leadership competencies essential for effective music education. Methodology: By applying the Priority Needs Index (PNI) analysis, the research identifies exemplary pedagogical performance and collaborative teaching as pivotal areas that necessitate development to meet the evolving demands of music education. Results: The findings emphasize a significant inclination towards student-centered educational paradigms, highlighting the importance of creativity, emotional intelligence, and collaboration in contemporary music education. This shift underscores the necessity for pedagogical evolution and integrating innovative teaching methodologies. By pinpointing key leadership competencies and underscoring the critical role of professional development, this study contributes to the broader dialogue on enhancing music education in China. Actionable recommendations include the development of courses integrating leadership and innovation skills, establishing professional development programs emphasizing student-centered methodologies, and forming strategic partnerships with music organizations to expose educators and students to real-world leadership scenarios. These initiatives aim to foster a culture of innovation and adaptability, ensuring music education aligns with the demands of the 21st-century music profession. The study contributes to the ongoing conversation on enhancing music education leadership in Chinese higher education, providing insights for pedagogical advancement and professional development. Conclusion: The study emphasizes a move in music education toward student-centered methods and promotes the blending of creativity, emotional intelligence, and teamwork. By delineating fundamental leadership skills and promoting career advancement, it provides practical suggestions for promoting creativity and flexibility, enhancing the conversation about enhancing music education leadership in Chinese higher education.