ABSTRACT

This study aims to explore music curriculum management by investigating teachers’ perceptions in integrated schools to understand current practices and propose future directions. A total of eight teachers and administrators from two integrated elementary and middle schools in Jangheung-gun, Jeollanam-do, were interviewed using a semi-structured questionnaire based on the CBAM model, focusing on the physical environment, operation methods, teacher perceptions, and suggestions. The findings revealed that teachers experienced challenges related to the dual staff composition, and conflicts between different school levels regarding the physical environment and operation methods. Most teachers demonstrated a strong willingness to adapt to change. To address these challenges in integrated elementary and middle schools, the study recommends raising awareness within the educational community, enhancing flexibility in the use of space and instruments, and mediating conflicts through school administrators. Additionally, this study suggests that the educational office streamline administrative and financial systems, develop guidelines based on integrated school models from abroad, and dispatch experts to establish model typologies.

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