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Abstract
This study investigated the relations among pre-service music teachers' musical instrument performance self-efficacy, music performance anxiety and self-esteem. This study was designed as a correlative survey, and was conducted with a total of 527 pre-service music teachers. The data were collected by using the Musical Instrument Performance Self-Efficacy Scale, the Coopersmith Self-Esteem Inventory and the Kenny Music Performance Anxiety Scale. Correlation and regression analyses were used in analyzing the data. The study findings showed the following results; there was an inverse low level significant relation between the musical instrument performance self-efficacy and the self-esteem levels of pre-service music teachers; there was a positive medium level significant relation between the musical instrument performance self-efficacy and the music performance anxiety levels of pre-service music teachers; there was an inverse medium level significant relation between the self-esteem levels and the music performance anxiety levels of pre-service music teachers. Key words: Instrument education, pre-service music teacher, musical instrument performance self-efficacy, self-esteem, musical performance anxiety.
Highlights
Educating people and getting them to conform to social realities are closely associated with the education of teachers (Kılıç, 2017; Gürşimşek, 1998)
A positive medium level significant relation was found between the musical instrument performance self-efficacy beliefs and the music performance anxiety levels of pre-service music teachers (r=0.511; p
An inverse medium level significant relation was found between the selfesteem levels and the music performance anxiety levels of pre-service music teachers (r=-0.383; p
Summary
Educating people and getting them to conform to social realities are closely associated with the education of teachers (Kılıç, 2017; Gürşimşek, 1998). This means that teacher education should be strongly emphasized in national education policies. Teacher education programs are known to have similar features in all the world's nations. These programs try to improve knowledge in three fundamental areas: field knowledge, pedagogical formation and general culture (Ayas, 2009). Music teacher education is part of teacher training in Turkey
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