Özet:

The main purpose of the research was to determine the proficiency level of the music teachers working at the primary and secondary schools subordinated to the Ministry of Education considering the views and assessments of the other teachers officiating in the relevant field. This study was based on a survey method. The population of the research involved music teachers who are appointed at the primary and secondary schools under the Ministry of Education in Istanbul and the sample consisted of 92 music teachers selected from 55 state and private schools within the same county. The data were collected by an instrument namely, ‘The Professional Competence Survey for Music Teachers’ developed by the researcher in the light of ‘Special Field Adequacies within the Sustaining Project of Formal Education’. The survey includes 10 sub-competency fields and 47 statements. In order to analyze the data collected, percentage and frequency analysis were performed. The results representing the survey are as follows: The outcomes carried by the survey suggest that music teachers are professionally competent with audio, i.e. ear training when compared to their vocal training adequacy. However, it is also worth mentioning that they have a lack of technical perfection or capability. In terms of instrumental training proficiency, the results indicate that those working in this field mastered playing any of the school instruments, notwithstanding they were less proficient in playing the piano effectively. However, music teachers are considered to be highly accomplished at directing ‘mono-chorus studies’ while they are poor at the level of directing a ’polyphonic chorus’ as far as the relevant data is concerned. Similarly, with respect to the criterion including professional competence by ‘musical creativity’, namely ‘productive skills’, the fact that the above instructors failed to be adequate was also underlined. According to the results it is understood that music teachers not only failed to know about ‘teaching through special teaching methods’ but also had some deficiencies in the field of ‘mastery of material development’ plus ‘using technological equipments during the instruction. Key words: Teacher competency, music teacher, music competency

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