Music Teachers’ Perspectives on the Organization of the Teaching Learning Process during the Covid-19 Pandemic

Music teachers faced different challenges in arranging the educational process amid the covid-19 pandemic. The aim of the study was to determine the music teachers’ perspectives on the organization of the teaching-learning process during the Covid-19 pandemic. The study addressed the following research questions. RQ1: At what level do music teachers assess each of the study scales describing the organization of the teaching-learning process during the COVID-19 pandemic? RQ2: Whether music teachers’ opinions about the organization of the teaching-learning process during the Covid-19 pandemic depend on age? RQ3: Are music teachers’ perspectives on the organization of the teaching-learning process during the pandemic influenced by work experience? RQ4: Do music teachers’ views on the organization of the teaching-learning process during the Covid-19 pandemic depend on whether they work in a comprehensive school or another music-related educational institution? A questionnaire was created for data collection. This study involved 74 (n=74) music teachers from all over Latvia. The findings were reflected in three study scales: (1) Interpersonal relationships, (2) Material-technical provision, and (3) Adaptation of the teaching-learning process. The study found that music teachers rated the interpersonal relationships with colleagues, school leaders and parents during the pandemic at a high level but with students at a medium level. The music teachers rated all statements regarding the material-technical provision at a medium level. Music teachers believe that class times only were adapted at a high level, but the adaptation of the teaching-learning process to the new epidemiological requirements to meet the students’ and teachers’ needs was at a medium level. The study revealed that music teachers’ perspectives on the organization of the teaching-learning process during the pandemic are not related to the educational institution they work in but depend on their work experience. The results obtained in the study can be used to make the organization of the teaching-learning process more successful for music teachers in similar situations.