Primary education teachers' perceptions of the use of digital teaching materials in music education

Abstract

Introduction: Digital teaching materials had become increasingly relevant in music education, although their pedagogical contribution depended on teachers’ perceived utility, digital competence and implementation conditions. Objective: This study analyzed the association between perceived digital utility and innovation in music teaching among Primary Education teachers. Method: A quantitative, non-experimental, cross-sectional correlational study was conducted in August 2023. The analytical sample comprised 240 teachers from four coded institutions, selected through non-probability quotas by institution. A 12-item Likert-type instrument (1–5) yielded two a priori six-item operational scores. The operational scores were reconstructed as the arithmetic mean of I01–I06 and I07–I12. Content validity was reviewed by eight judges; recalculation yielded an aggregate Aiken’s V of 0.833 per item. Internal consistency was α=0.8924 globally, α=0.8007 for perceived digital utility and α=0.7921 for innovation. Results: Perceived digital utility reached M=3.485 (SD=0.682), while innovation reached M=3.498 (SD=0.660). Pearson’s correlation was strong and positive, r=0.8483, 95% CI [0.809, 0.880], p<0.001, n=240. Conclusion: Higher perceived-digital-utility scores were strongly associated with higher innovation-in-music-teaching scores in the analyzed sample. Because the design was observational and cross-sectional, the findings did not establish temporal precedence or causality and should not be generalized beyond comparable contexts without additional evidence.