本研究旨在探討馬來西亞幼兒園教師，其音樂教學信念與實務的情形，以及教學信念與教學實務之間的關係。採用研究者自編之「幼兒園教師音樂教學的信念與實務調查問卷」為研究工具，以吉隆坡和雪蘭莪的公私立幼兒園教師為研究對象進行線上問卷調查，最後回收132份有效問卷，有效問卷率達88.59%，並以描述性統計、獨立樣本t檢定、單因子變異數、皮爾遜積差相關等統計方法進行數據分析與討論，研究結果如下：
一、幼兒園教師在音樂教學信念中，「課程内涵」、「教學方法」、「幼兒音樂能力」、「專業知能」四個面向，呈現中高度的認同。
二、不同背景之幼兒園教師在音樂教學信念中沒有顯著差異，但發現非音樂教師、非幼兒園教師、非兼任其他職務的教師，對音樂教學更加重視或態度更爲積極。
三、幼兒園教師在音樂教學實務中，「課程内涵」、「教學方法」、「幼兒音樂能力」、「專業知能」四個面向，呈現低程度的教學實施。
四、不同背景之幼兒園教師在音樂教學實務中的事後比較結果顯示，僅有教育程度呈現顯著差異，碩士學歷者比學士學歷者更積極地在課堂上實施音樂教學活動。
五、幼兒園教師的教學信念與實務於四個面向呈現顯著的低度正相關，顯示教師在音樂教學信念的認同程度與實務的實施程度之關聯性不強，兩者之間的同步性不高，存在一定程度的落差。
最後，研究者根據研究結果，對相關的行政單位、幼兒園教師及未來研究提出建議。

The purpose of this study was to investigate the status of music teaching beliefs and practices of kindergarten teachers in Malaysia, as well as the relationship between teaching beliefs and teaching practices. Applying the method of online survey, the researcher used the self-developed "Survey on Kindergarten Teachers’ Beliefs and Practices in Music Teaching" as the research tool. The research subjects were kindergarten teachers from both public and private kindergarten in Kuala Lumpur and Selangor, resulting in 132 valid responses, with a valid response rate of 88.59%. The data of the online survey were then analysed and discussed by using descriptive statistics, independent sample t-tests, one-way ANOVA, and Pearson product-moment correlation. The following conclusions were reached:
1. In terms of music teaching beliefs, kindergarten teachers show moderate to high levels of agreement in the four aspects of "curriculum content," "teaching methods," "children's musical abilities," and "professional knowledge."
2. No significant differences were found among kindergarten teachers in from different backgrounds in terms of music teaching beliefs, but the analysis reveals that non-music teachers, non-kindergarten teachers, and teachers without additional duties tend to place greater importance or have a more positive attitude on music teaching.
3. In terms of music teaching practices, kindergarten teachers show a low level of implementation in the four aspects of "curriculum content," "teaching methods," "children's musical abilities," and "professional knowledge.
4. A significant difference was found in the post hoc test among kindergarten teachers with different educational backgrounds in terms of music teaching practices, with teachers holding a master's degree being more active in implementing music teaching activities in the classroom compared to those with a bachelor's degree.
5. A significant low positive correlation was found between the four aspects of teaching beliefs and practices of kindergarten teachers, indicating that the level of agreement with music teaching beliefs is not strongly related to the level of implementation in practices, a certain degree of gap between the two, with low synchronization.
Based on the conclusions, the researcher proposed suggestions for administrative units, for kindergarten teachers, and for future research.

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