Trainee Teacher Motivations for Music Integration in UAE Primary Classrooms: A Theory of Planned Behaviour Study

Music education integration in primary classrooms continues to challenge generalist teachers, particularly in British curriculum schools in the United Arab Emirates (UAE) where the delivery model favours specialist input. Using the Theory of Planned Behaviour (TPB) framework, this study examined 16 trainee teachers’ intentions to implement cross-curricular musical activities into their lessons. Participants’ attitudes, perceived social norms, and behavioural control regarding music instruction were analysed through interviews, guided seminars, and reflective journaling conducted over an academic year. While trainees acknowledged music’s holistic benefits, significant implementation barriers emerged, including institutional prioritisation of core subjects and perceived student judgement. Trainee confidence in music teaching was heavily influenced by self-perceived musical ability, with reliance on music specialists further diminishing independent teaching expectations. The research reveals complex psychological and systemic obstacles to music education integration. Recommendations include policy adjustments to prioritise music in primary education and sustained musical engagement to enhance trainee teachers’ musical confidence and mitigate this embedded fear of judgement. Future investigations should track early-career teachers’ music integration practices to assess the long-term impact of institutional support and resource accessibility.