Influences on teacher efficacy of preservice music educators

Ryan A. Fisher, Nancy L. Summitt, Ellen B. Koziel, Armand V. Hall

Research output: Contribution to journalArticlepeer-review

Abstract

The purpose of this study was to explore the factors that influence preservice music teacher efficacy. Participants in this study were undergraduate music education students (N = 124), a convenience sample taken from six mid-South university music education programs in the United States. To explore the factors influencing preservice music teacher efficacy, a survey was sent to participants. The survey consisted of demographic information (race, gender, classification, etc.), questions about the predictor variables, and the Preservice Music Teacher Efficacy Scale (PMTES). Multiple regression revealed that the predictor variables accounted for 38% (R2 =.38; adjusted R2 =.33) of the variance in the PMTES. Professional Disposition Scale score (β =.35, p <.001) and Music Performance Efficacy Scale score (β =.39, p <.001) contributed the greatest to the regression model. Based on these findings, music teacher education programs may consider implementing a type of professional disposition measurement throughout music education students’ undergraduate education. The results also reinforce the importance of developing music performance skills as part of a music education program.

Original languageEnglish
Pages (from-to)394-409
Number of pages16
JournalInternational Journal of Music Education
Volume39
Issue number4
DOIs
StatePublished - Nov 2021

Keywords

  • Music performance efficacy
  • music teacher education
  • preservice music teacher
  • professional dispositions
  • teacher efficacy

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