Importance of Music Program Educational Management in Primary Schools: A Literature Review

Boya Liu, Thada Siththada, Tuanjai Donprasit


This study focused on the management and efficacy of music programs in elementary schools throughout China. It employed a comprehensive framework that included Educational Management Theory, Social Cognitive Theory, Outcome-Based Education Theory, and Change Management Theory. The main goals were to examine existing administrative procedures, recognize difficulties and possibilities in program execution, evaluate educational achievements, and develop practical suggestions for educators and policymakers. The results demonstrate that the effectiveness of music programs, especially in the context of differences between urban and rural schools, depends greatly on competent leadership and fair allocation of resources, in line with the principles of Educational Management Theory. The significance of observational learning and social factors, as emphasized by Social Cognitive Theory, was clearly demonstrated in the considerable impact of peer, teacher, and family attitudes and behaviors on student engagement in music. Schools that adopted the notion of explicit learning outcomes from the Outcome-Based Education Theory observed improved academic achievement, highlighting the significance of goal-oriented instructional methods. Furthermore, the use of Change Management Theory was evident in the successful integration of new music education initiatives, highlighting the importance of careful preparation and engagement of relevant parties.

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