Music Integration in Teacher Education: A Quantitative Descriptive Study of Trainer Music Skill in Abetifi Presbyterian College of Education, Ghana

Abstract

This study examined basic education teacher trainers' exposure to music-related training and their competency in integrating traditional Ghanaian music (such as Kpanlogo, Adowa, and Agbadza) into basic school teaching. Using a quantitative descriptive design, a 28-item questionnaire (α = .85) was administered to 30 teacher trainers at Abetifi Presbyterian College of Education. Descriptive statistics summarized exposure and competency, while chi-square tests explored demographic differences. The findings revealed limited exposure to music-related training, with trainers averaging 3.47 hours of music instruction per semester and minimal engagement with traditional Ghanaian music. Competency was moderate, with lower confidence in teaching traditional forms. No significant demographic differences were found, though the small sample size limited statistical power. The single-site focus restricts generalization, and self-reported competency may reflect social desirability bias. These findings underscore the need for structured training in traditional music to support national curriculum expectations. Teacher education programs may benefit from increasing music training hours, providing traditional music workshops, and supplying resources to strengthen culturally relevant teaching. Addressing these gaps is vital for fostering a pedagogical civilizational cycle that preserves and promotes Ghanaian musical heritage.