Abstract

Educating a nation is crucial for the development of society in the developing world. This study used a crosssectional
survey design, employing both quantitative and qualitative approaches. Quantitative data were collected
and processed using the Statistical Package for Social Sciences (SPSS 22.0). The data were coded, entered into a
computer, and summarized using frequency tables to identify errors and make necessary edits. The study included
a total of 208 participants, with the findings presented as percentages. The study revealed that the number of
female teachers was lower compared to male teachers, with females accounting for 45% and males for 55%. This
disparity was attributed to the fact that many schools in villages had fewer female teachers, who often had spouses
or lived separately in towns, resulting in limited teaching availability. Additionally, 43.4% of respondents had been
in the same school for 4-7 years, while 26.6% had been in the same school for at least 10 years, suggesting a
potential repetition of experiences year after year. Furthermore, 16.6% of teachers were separated and 20% were
single, which could potentially interfere with their duties and impact student performance. Among the
respondents, 8.4% were widowed and 5% had divorced, indicating that they had to handle everything on their
own, potentially leading to less focus on their assigned duties in the classroom and resulting in poor student
performance. Additionally, 50% of respondents were married, although some were not located in the same
workplace as their spouses, making it challenging to concentrate on school assignments. The study emphasized
the importance of equipping head teachers with leadership knowledge and skills in order to exert influence on
their schools and academic work.
Keywords: Formal Music Education, Nigeria, Tertiary-Level Music Programs, Primary School Music Education,
Curriculum Challenges, Cultural Foundation and Sustainable Development.