Attitudes and competencies of teachers toward implementing music in Taiwanese preschools in Pingtung, Taiwan

The purpose of this study is to investigate Taiwanese in-service preschool teachers' personal attitudes toward music teaching, and their concepts of the competencies necessary for music teaching. A survey questionnaire collected the data from 395 preschool teachers who are studying at The Program of In-service Teacher Training at Tajen University. Gathered data were analyzed using descriptive statistics and a one-way analysis of variance (One-Way ANOVA) with Fisher's Least Significant Difference (LSD) post hoc tests.; The conclusions based on the findings from the results of analysis of this study are: (1) Preschool teachers view music as an important aspect of students' education. (2) Most of teachers have a positive attitude toward music teaching, and having in-service training helps their attitudes toward music teaching. (3) Rhythm and singing abilities are the most important music competencies for preschool teachers and singing and rhythm movement are also the most frequent activities in preschool. (4) General teaching ability is the most important music teaching competence for preschool teachers. (5) Teachers who teach different grades have different needs for instrument playing and activity designing abilities. (6) Teachers' years of teaching experience affect teachers' perceptions of importance in the category of teaching skill. (7) School location influences perceived importance of improvisation/composition ability. 8) Teachers' academic backgrounds influence their perceptions of the importance of listening ability, music reading ability and evaluation ability. (9) Whether or not teachers had in-service training in music in last five years has an influence on their attitudes and competencies toward music teaching.; The study gives recommendations from the findings and conclusions of this study as follows: (1) Music courses should be among required core courses for students to graduate from higher education, early childhood training departments. (2) Regarding teachers' music competencies, the music courses should focus on singing and rhythm movement abilities. (3) Regarding teachers' music teaching competencies, music courses should stress teaching abilities. (4) Educational administration and early childhood institutions should provide more in-service training for preschool teachers. (5) College or graduate level schools should provide more early childhood educational programs or in-service training programs for preschool teachers.