A Measurement of Self-Efficacy Among Oklahoma Secondary Band Directors in Concert, Marching, and Jazz Ensemble Pedagogy

Abstract

The purpose of this study was to examine secondary band directors’ self-efficacy toward concert, marching, and jazz ensemble pedagogy. Secondary purposes were to investigate potential relationships between secondary band directors’ self-efficacy in concert, marching, and jazz ensemble pedagogy and their respective (a) demographics and (b) previous professional and preservice experiences. Oklahoma high school band directors were invited to participate in a researcher-designed survey that included questions pertaining to their professional teaching background and preservice music teaching experiences. Participants ( N = 133) also identified their level of agreement to items on the Band Director Pedagogy Self-Efficacy Measure. Results indicated that mean differences for self-efficacy beliefs for all three ensemble settings were significantly different. Self-efficacy for concert band pedagogy was the highest, followed by marching and jazz band, respectively. Professional and undergraduate experiences significantly affected director pedagogy self-efficacy, particularly in the jazz setting.