AN INVESTIGATION INTO THE MUSIC LITERACY LEVELS AND MUSICAL INTERESTS OF MUSIC, PRESCHOOL AND ELEMENTARY TEACHER CANDIDATES ABSTRACT

This study aims to examine and comparatively evaluate the levels of music literacy and interest in music among pre-service teachers enrolled in music, early childhood, and elementary education programs. The research was conducted with a total of 300 pre-service teachers from different year levels. Data were collected using the Music Literacy Scale and the Music Interest Scale. The data obtained from the participants were analyzed using an independent samples t-test and a one-way analysis of variance (ANOVA) technique. The findings revealed that music literacy levels differed significantly according to the program of study and grade level. In particular, pre-service teachers in the music education program scored significantly higher across all sub-dimensions compared to those in other programs. Furthermore, second-year pre-service teachers obtained higher scores than first-year students, suggesting that music literacy develops through structured instruction and practical experiences. Regarding interest in music, no significant differences were found in relation to grade level or gender. These results indicate that while music literacy is strongly influenced by the instructional process, interest in music tends to be shaped by individual and environmental factors. In conclusion, the study emphasizes the importance of a practice-based and interest-sensitive approach to music education. It is recommended that music education programs be expanded and restructured to enhance all pre-service teachers’ musical knowledge and skills. © 2025, Tolga Karaca. All rights reserved.