Primary School Teacher's Attitudes towards Intercultural Music Education

U radu je istražen utjecaj godina radnog iskustva i stručne spreme na stavove učitelja primarnog obrazovanja prema interkulturalnom obrazovanju i interkulturalnom glazbenom obrazovanju te odnos između stavova prema interkulturalnom obrazovanju i interkulturalnom glazbenom obrazovanju. Istraživanje je provedeno na uzorku učitelja primarnog obrazovanja iz svih hrvatskih županija (N=193), pomoću upitnika sastavljenog od tri dijela: Upitnik općih podataka, Stavovi o interkulturalnom obrazovanju i Stavovi o interkulturalnom glazbenom obrazovanju. Rezultati potvrđuju da se stavovi učitelja primarnog obrazovanja prema interkulturalnom obrazovanju ne razlikuju s obzirom na radno iskustvo, ali se razlikuju s obzirom na stručnu spremu, pri čemu učitelji koji imaju višu razinu obrazovanja, imaju i pozitivnije stavove prema interkulturalnom obrazovanju. Potvrđen je utjecaj godina radnog iskustva na stavove učitelja primarnog obrazovanja prema interkulturalnom glazbenom obrazovanju, dok u slučaju njihove razine obrazovanja nije uočeno postojanje razlika. I, konačno, potvrđena je povezanost između stavova prema interkulturalnom obrazovanju i interkulturalnom glazbenom obrazovanju, što ukazuje na brojne glazbeno-pedagoške implikacije.The paper has explored the influence of working experience and university degree on primary school teachers’ attitudes towards intercultural education and intercultural music education and the relationship between attitudes towards intercultural education and intercultural music education. The research was conducted on a sample of primary school teachers from all Croatian counties (N=193), using a questionnaire composed of three parts: The Sociodemographic Questionnaire, The Teacher Multicultural Attitude Survey (TMAS) and The Intercultural Music Education Attitude Survey. The results confirm that the primary school teachers’ attitudes towards intercultural education do not differ in terms of working experience, but differ in terms of university degree, with teachers with a higher level of education also having more positive attitudes towards intercultural education. The influence of working experience on the primary school teachers’ attitudes towards intercultural music education was confirmed, while in the case of their university degree, no differences were observed. And, finally, the relationship between attitudes towards intercultural education and intercultural music education has been confirmed, which points to a number of implications for music pedagogy