CONDITIONS AND PROBLEMS IN TEACHING DANCE COURSES FOR TEACHERS WHO DO NOT HAVE A MAJOR QUALIFICATION AT WESTERN EDUCATION FUND SCHOOLS

Abstract

Purpose: This study aimed to develop a learning management model for teaching dramatic arts, specifically dance, by non-dramatic arts major teachers in Western Educational Fund Schools. It sought to investigate current conditions and challenges faced by these teachers in delivering effective dance instruction.

Method: A qualitative research approach was employed, using in-depth interviews with 35 participants, including school administrators, teachers (both with and without a background in dance), and students. The data were analyzed through content analysis to identify common patterns, issues, and areas for improvement in the teaching of dance courses.

Result: The analysis revealed several critical challenges in dance education delivery. (1) Most teachers lacked formal training in dance, leading to gaps in both theoretical knowledge and practical teaching techniques. (2) Heavy reliance on external media sources such as YouTube, DLTV, dance manuals, and PowerPoint presentations often resulted in monotonous learning experiences, reducing student engagement. (3) Teachers exhibited limited creativity in choreographing or adapting dance movements, making it difficult to align with traditional cultural and ritual contexts. (4) Instruction often relied on strict imitation, with students merely copying teacher-led routines, leading to reduced participation and enthusiasm. (5)Dance classes were inconsistently scheduled and received limited instructional time, contributing to students’ perception of dance as a less valuable subject.

Conclusion: The findings emphasize the pressing need for systematic support and capacity building among non-dance-specialized teachers. The lack of pedagogical and content knowledge in dance significantly affects the quality of teaching and student engagement.

Implication: To enhance the effectiveness of dance instruction in non-specialist contexts, schools should implement professional development programs that focus on dance pedagogy, cultural literacy, and creative movement. Interactive teaching strategies and curriculum adjustments are also recommended to promote student appreciation and deeper learning of traditional and contemporary dance forms.