Evaluation of music education courses applied in private educational institutions in Şanlıurfa based on the opinions of teachers and administrators

This study was carried out with the phenomenology (phenomenology) design from qualitative research methods. The universe of the study consists of music teachers and administrators working in Secondary School Private Education Institutions in Şanlıurfa in the 2022-2023 academic year. The sample consists of 25 music teachers and 25 institution managers working in the Secondary School Private Education Institutions located in the center of Şanlıurfa. In this study, personal information form and semi-structured interview form, which is frequently used in qualitative data methods, were used to collect data. The interviews conducted in the study were analyzed by content analysis method. When the interviews with the teachers are evaluated, "Music education given in schools is insufficient", "Music classes in schools are sufficient even if they have deficiencies", "Music lesson hours are sufficient, but the interest in music education is not at the expected level", "Students have partial expectations from Music lessons", "Teacher guides successful students in music education", "Choir is a kind of tradition in schools", "Music teachers are adversely affected by extracurricular assignments" and 8 themes were created as "Music lessons should be given due importance". When the interviews with the School Administrators are evaluated; 5 themes were removed as "Art and Music education is not given the value it deserves", "The competence of music teachers is important", "Music class is sufficient to the extent of its diversity to the instrument", "Students and parents are indifferent to music education" and "Music education is expected to be supported". At the end of the research, when the suggestions of school administrators on music education are examined, it is seen that parents should raise awareness and parents should support the relevant students. The teachers' suggestions were to reduce out-of-field assignments in school administration, to have sufficient levels of instruments and to improve music classes. It was found that both teachers and school administrators agreed that music education in particular was not given the necessary importance. In general, music lessons are considered unimportant in the education system because more high school transition exam-oriented trainings are carried out in schools. In this sense, it is recommended to raise the awareness of students and parents and to ensure that the necessary importance is given to the lesson, and to carry out incentive activities both at the ministry and in school administration planning. Keywords: Private educational institution, Music Education, Teacher, School administrator.