Abstract
Music instructors' self-efficacy and autonomous learning impact their professional growth at the university and play an essential part in developing high-level music education. This study aims to look into the current state of university music instructors' self-efficacy and autonomous learning and analyses the link between them. The survey findings include that university music instructors' self-efficacy is greater overall, and the status quo of university music teachers' autonomous learning at the medium level is powerful for autonomous learning motivation.
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