Competencies of music teachers in primary schools in Catalonia: an exploratory study

The Catalan school system includes a wide variety of school models and teaching roles. In this context, initial teacher education faces the challenge of adapting effectively to the specific competencies required by schools. This article presents a study conducted with music teachers as part of a broader project involving seven Catalan universities. The study was based on two questionnaires distributed to primary schools in Catalonia (N = 92), one addressed to music teachers and the other to school management teams. The aim was to identify the professional competencies currently expected of music teachers. The findings reveal the key competencies considered essential by both groups for effective teaching: strong classroom management, enthusiasm, collaborative skills, and the ability to serve as a musical role model. These elements not only define essential areas of expertise but also reflect aspects of the professional identity that music teachers embody in school communities.