@article{2019,title={Problems Of Music Teachers},abstractNode={The aim of this research is to determine the problems that music teachers face in their professional life. The research questions, which were formed in line with the general purpose of the research, were gathered in seven sub-headings related to physical, environmental, administrative, personal, student-related, practice and evaluation issues as problems that music teachers may encounter in their professional life. The study was a descriptive study and employed the survey method. The study sample was created by including 62 music teachers working in İstanbul, Bursa, Bolu, Kocaeli, İzmir and Şırnak provinces. In the data collection, a questionnaire consisting of open-ended questions was used by the researchers. Expression, frequency and percentage tables were formed by evaluating the answers received from music teachers. As a result of the research, it has been determined that there are some problems in all sub-headings according to the answers of the teachers. The most frequently mentioned physical problem by music teachers was the lack of a special classroom allocated to music courses. Another problem was the lack of instruments as well as hardware and materials such as CD players, blackboards, music stands, music notation boards, musical archives, mixers, concert-quality microphones etc. for the courses. The most prominent environmental problems were families underrating and dismissing music courses because they believe the field has no value, they do not realize the importance of the course, or they focus on academic success. Administrative problems were defined as cases where administrators are not aware of the benefits and motivation artistic courses offer for children, they disregard the field, or they only remember music or music courses in the context of ceremonies. The most strongly perceived personal problems were burnout and irritability in music teachers, loss of respect for the profession, inability to go down to the level of significance among students, and not having enough time or the means to improve professionally. The foremost student-related problems were disinterest in music and music courses, and the lack of financial means to purchase instruments or take lessons. The most strongly felt problems in practice were insufficient course hours, overcrowded classes and certain teachers holding grades over students' heads. Evaluation problems were defined as the assumption of good grades in music courses, and difficulty in evaluation due to overcrowded classes.},author={Hakan BAĞCI-Ümit Kubilay CAN},year={2019},journal={Turkish Studies-Educational Sciences}}