Behind the Music Stand: Perceptions of selection boards in the recruitment process for the Music Teaching Corps in the Community of Madrid

Abstract

Access to the teaching profession in Spain—particularly within the Corps of Primary Music Teachers in the Community of Madrid—remains a subject of ongoing debate, primarily due to the misalignment between the current competitive examination model and the professional competencies required for teaching. This study aims to analyse the perceptions of selection board members regarding the design, structure, and effectiveness of the current recruitment process, with particular attention paid to the tests administered, evaluation criteria, candidates’ preparedness, and suggested improvements. A mixedmethods, descriptive, and correlational design was employed, combining both qualitative and quantitative approaches. Data collection was conducted through an expert-validated online questionnaire, yielding 34 responses. The analysis was carried out using SPSS and Atlas.ti, integrating descriptive statistics with thematic analysis. A total of 73.5% of board members expressed agreement with the inclusion of eliminatory tests, and 67.6% approved of their sequence. The most highly valued components were the Didactic Unit (UPD) and the Interpretation test. In contrast, the general Language and Mathematics test was met with greater disagreement. Only 32.3% of respondents deemed the current evaluation criteria sufficient. Candidates were perceived to have an intermediate level of preparation, with notable deficiencies in communicative competencies. Furthermore, only 52.9% of tribunal members had received specific training for their evaluative role. Although the selection boards broadly support the current model, they call for improvements in assessment criteria, evaluator training, and logistical conditions. Their proposals include the use of public rubrics, more objective testing formats, and a revised curriculum. These findings underscore the pressing need to move towards a more equitable, objective, and competence-based teacher selection system that is aligned with the demands of 21st-century education.