A Survey To Determine The Problems Encountered By Teacher Of Rural School In The Northern Area Of Orange Walk District In The Teaching Of art Education

Abstract

This study investigates the challenges faced by teachers in rural schools within the Northern area of the Orange Walk District, Belize, in the effective teaching of art education. Recognizing art as an essential component of holistic child development, the research sought to determine the extent to which art is taught, the factors limiting its effectiveness, and teachers’ perceptions toward the subject. A questionnaire was administered to 43 teachers across five rural primary schools, with 38 responses analyzed using descriptive statistics. Findings revealed that while most teachers view art education as important and enjoy teaching it, they encounter significant obstacles including a lack of curriculum guides, inadequate training, insufficient materials, minimal school support, and limited time allocation. Parents’ low interest and minimal involvement further hinder students’ engagement in art activities. Despite these challenges, teachers showed willingness to improve their art knowledge and utilize indigenous materials to make lessons more accessible. The study concludes that fostering creativity in children requires institutional support, teacher training, and the integration of affordable, local resources. Recommendations emphasize the need for curriculum development, increased art workshops, and greater encouragement from educational authorities to enhance art education in rural Belizean schools.