Mechanisms of teacher-student interaction and music teaching climate: A moderated analysis based on different social factors
Vol 9, Issue 11, 2024, Article identifier:
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Abstract
Creating a positive classroom atmosphere through teacher-student interaction is crucial for effective teaching in art disciplines, enabling students to experience the joy of learning in a relaxed and engaging environment. While existing research highlights the significant role of teacher-student interaction in shaping the classroom climate, particularly in music education, the current music teaching landscape in China faces unique challenges. Exam-oriented education continues to dominate, leaving limited emphasis on fostering a quality-driven, enjoyable learning experience, inhibiting the development of a harmonious and engaging teaching environment. This study investigates the mechanisms of teacher-student interaction and their impact on the music teaching atmosphere, focusing on external moderating factors. Using a sample of 110 music teachers and 390 primary music students from universities in Guangxi, the research employs quantitative analysis to explore the relationships between teacher-student interaction, classroom climate, and various moderating social factors. The findings reveal that teacher-student interaction positively correlates with the music-teaching atmosphere. Furthermore, family, technological, and school factors significantly moderate this relationship, either enhancing or constraining the overall classroom climate. This study contributes to the field of music education by identifying fundamental mechanisms and moderators influencing the classroom atmosphere. The findings provide actionable insights for improving teacher-student interactions and creating a more inclusive and enjoyable music-teaching environment, addressing the challenges posed by exam-oriented education in China. Future efforts should focus on integrating these findings into practical strategies for fostering a harmonious and engaging classroom climate in music education.
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DOI: https://doi.org/10.59429/esp.v9i11.3208
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