A Secondary Data Analysis of Creative Music Teaching Implementation and Teacher Efficacy from a Regional Perspective
DOI:
https://doi.org/10.63808/isgr.v2i4.481Keywords:
Creative music teaching, Teacher self-efficacy, Regional disparity, Secondary data analysis, Place-based resourcesAbstract
Creativity is a stated aim of music education, yet its classroom realisation appears uneven. This secondary data analysis reads public Chinese educational statistics against peer-reviewed studies in order to describe urban-rural differences in the conditions enabling creative music teaching, and it treats teacher efficacy as a theoretical explanatory mechanism rather than a tested mediator. At the end of 2024, 76.23% of the 1.8177 million teachers in rural compulsory-education schools held a bachelor’s degree or above, against a derived national benchmark of 86.31% and an implied non-rural share of 88.36%, while 97.90% of junior middle and 97.25% of primary schools met music-equipment standards and close to 40% of 4,587 principals reported a serious arts-teacher shortage. Provision is near-universal, whereas specialist staffing, support and digital readiness are not. Coordinated improvement at individual, school and regional levels is proposed, including turning local musical culture into a curriculum resource. These are analytical implications rather than validated findings.
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