Vol. 14 No. 1 (2025), 21-27

This paper conducts an empirical investigation and evaluation of the status of music education in Shanghai’s primary schools, as seen through the views and perspectives of the music teachers working there. A quantitative approach has been applied with an empirical-analytical research method of a cross-sectional-descriptive nature.The participants were 407 primary music teachers from Beijing (52.3%) and Shanghai (47.7%). The data collection instrument was a cultural adaptation of López-León and Lorenzo’s Questionnaire on the situation of music education in public elementary schools in Puerto Rico. The findings indicate notable statistical variances among teachers across various aspects of the current landscape of music education in primary schools. This is particularly evident in areas concerning teachers’ self-perception of their professional roles, their views on the societal appreciation of their role as music educators, how their work is acknowledged by the students’ families, and the prospects of shifting careers in the future.