Abstract
Art education plays a crucial role in fostering creativity, critical thinking, and holistic student development. However, a significant gap remains in understanding how teachers’ competency, attitudes, and innovative practices influence art education outcomes. This study aims to address this gap by evaluating art teachers’ competencies in understanding art education, their attitudes toward its purpose and benefits, and their adoption of innovative teaching methods. Utilizing a quantitative research approach, this study surveys 385 art educators to gather data on their teaching practices and perceptions. The study identifies the relationship between teachers’ competencies, attitudes, and innovative practices, highlighting how improvements in these areas are interlinked. Key findings revealed that while teachers were moderately competent and held positive attitudes toward art education, variability existed in the application of innovative practices, such as technology integration and project-based learning. This study contributed to the growing body of knowledge by providing insights into how these factors were interconnected and how they could be optimized to enhance art education. A significant recommendation was the development and implementation of targeted professional development programs to improve teachers’ competencies and attitudes, thereby fostering more consistent and effective use of innovative practices in art education.
