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Abstract
This descriptive-correlational study determined the teachers’ pedagogical approaches, content knowledge, and prcatices in teaching music as bases for the development of instructional material in School Year 2024-2025. A researcher-made questionnaire on teachers’ pedagogical approaches, content knowledge, and practices was used to gather data from the respondents which were classified according to age, sex, educational attainment, congressional district, and specialization. The statistical tools used were frequency count, percentage, mean, Mann Whitney U-test, Kruskall Wallis, and Spearman rho with the aid of computers’ Statistical Package for Social Sciences Software (SPSS). The level of significance was set at 0.05 alpha.Result revealed that most of the music teacher in the Schools Division of Iloilo Province were female, 20 to 30 years old, bachelor’s degree holders , most of them came from first congressional district and generalist. The level of teachers’ content knowledge in teaching music when taken as a whole was high. In addition, in terms of age, sex, educational attainment, and specialization was high, only in congressional district was noted as moderate. There were no significant differences in teachers’ pedagogical approches in teaching music in terms of age, sex, educational attainment, congressional district and specialization. Furthermore, No significant differences in teachers’ content knowledge in teaching music when classified according to age and educational attainment however, a significant difference were noted in congressional district. There were no significant differences in teachers ‘ practices when classified according to age , sex, educational attainment, congressional district and specialization. Notably,a Significant relationship existed among the teachers’ pedagogical approaches, content knowledge and practices in teaching music. These findings offer a valuable basis for developing instructional resources that can further strengthen music education in different schools.
