Career experiences of rural music teachers in Jilin Province, China

Abstract

Music education is important for students’ development, and thus music teachers play a key role. However, there is a scarcity of research on music teachers’ experiences of teaching in rural schools in China. This study explores the in-depth experiences of rural music teachers in China. Nine music teachers in rural schools were interviewed, and interview data were analyzed using a phenomenological research method. Two themes and six categories emerged: (1) navigating barriers in rural music education (undervaluing music education, difficulties in teaching based on curriculum standards, heavy workload, dissatisfaction with teacher training); and (2) empowering through music: enhancing skills and well-being (improving musical capacity, promoting psychological changes). Results show that rural music teachers in China faced practical difficulties regarding the perception of music education, teaching required content, and lack of professional development. However, the outcomes of music education for students were positive, in that they improved their musical competencies and experienced psychological changes. Study findings will contribute to the development of rural music teachers and provide insights for educational administrators in China.