Enhancing the quality of music education carries profound implications, not only for restructuring and reforming the music discipline system but also for nurturing music professionals who can meet the demands of a rapidly evolving era. This study identifies teachers, students, and the teaching environment as the three primary factors shaping the quality of music education, and adopts structural equation modeling as the core analytical framework. Research hypotheses were developed around these three dimensions, from which eight specific variables were derived: professional level, teaching design, teaching attitude, volume of subject knowledge, learning capacity, learning attitude, teaching space, and teaching facilities. Corresponding measurement scales were constructed for each variable. Representative research samples were selected, and both demographic information and variable data were systematically organized. A structural equation model was then established to examine how these eight variables influence the quality of music education. The estimated path coefficients were 0.989, 1.414, 1.341, 0.806, 1.259, 1.248, 0.903, and 0.911, respectively. Each coefficient demonstrated statistically significant differences to varying degrees, confirming the validity of all proposed hypotheses. These findings carry clear practical implications. Future efforts to develop and strengthen music education should treat a well-resourced teaching environment as a foundational support, while directing primary attention toward elevating teachers’ disciplinary expertise and pedagogical competence. Equal emphasis should be placed on understanding students’ developmental characteristics and fostering sustained academic engagement. A coordinated approach across these dimensions offers a viable path toward meaningful and lasting improvement in the quality of music education.
