Teachers’ Perceptions of the Factors that Challenge and Advance Music Education in K-12 Schools: A Qualitative Study in Lebanon

Music education plays a crucial role in developing students on the individual level and societies on the communal level. Despite its benefits on the human brain, student learning, physical and mental health, and its contribution to culture and the creative economy, music education still faces challenges that prevent it from fulfilling its potential. Due to scant research on the factors that impact music education in Lebanon, this phenomenological study explored the perceptions of six K-12 music teachers in Mount Lebanon through in-depth interviews regarding the issue. Drawing upon the constructivist and humanistic learning theories, the research investigated how the Lebanese society influences student attitudes towards music learning. Specifically, the study explored teachers’ perceptions of the factors that prevent music education from reaching its full potential in Lebanese private schools and provided insights on how it can be improved. It also examined how fostering creativity, innovation, individuality, and freedom inside the classroom can advance music education. The research findings highlighted that regardless of the teachers’ vehement belief in the importance and impact of music education, institutional and socio-cultural challenges have been obstructing an ideal reality from forming in Lebanon. In light of these findings, four main themes were drawn: The Role of Music Education in Lebanese Society, Socio-Cultural Barriers, Institutional Barriers, and Student Motivation. Finally, the researcher discussed how these themes are interrelated and shed light on how teachers in Lebanon cope with external challenges in creative ways inside the classroom to inspire change