Analysis of the Classroom Management Problem During Music Lessons in Basic Education

Abstract

An analysis of educational documents that emphasise children’s rights highlights the importance of creating a positive learning environment, which is considered the key aim of classroom management. However, there is a lack of research addressing this aspect of the educational process, particularly in the Lithuanian context. The research aim: to identify classroom management problems and their determining factors during music lessons in basic education. Semi-structured interviews with music teachers were used to collect data, and inductive qualitative content analysis was employed to analyze the data. The analysis of scientific and methodological literature and educational documents revealed that during adolescence, personal authorities change, the boundaries of rules and behavioural norms are tested, and the need to belong to a particular social group becomes more prominent. Interviews with music teachers revealed that classroom management problems mainly arise from behaviour that does not meet established expectations during the lesson, such as the use of mobile phones and other unrelated items, lack of attention and concentration and similar issues. The emergence of classroom management problems in music lessons is also influenced by the negative attitudes of both students’ parents and the school administration towards the subject itself. Parents and administrators often undervalue music lessons, viewing them as less important than other subjects. Another significant issue is insufficient lesson planning, which also contributes to students’ undesirable behaviour. The research revealed that teachers are capable of creating a favourable microclimate in the learning environment, but there are several areas where teachers should improve.