Music Teaching Efficacy Research Articles

Self-Efficacy and Commitment Among Music Student Teachers

Abstract The purpose of this study was to investigate the network of relationships among sources of self-efficacy, teaching efficacy (comprising music teaching efficacy and classroom management efficacy), and commitment to teaching among music student teachers. A secondary purpose was to examine how participants described influences on their teaching efficacy and commitment through open-ended responses. Participants were music student teachers (N=125) from universities across the United States. Results revealed that student teachers at the elementary level felt significantly more efficacious than those teaching at the secondary level. In the context of this study, verbal/social persuasion explained the most amount of variation among music teaching efficacy, while physiological state explained the most amount of variation in classroom management efficacy. These findings vary from previous research that has pointed to mastery experiences as the most impactful source of self-efficacy. Path analyses indicated that those with relatively stronger feelings of music teaching efficacy also tended to have stronger feelings of commitment to the music teaching profession as well as an increased sense of classroom management efficacy. Open-ended responses indicated that participants felt verbal/social persuasions were the most impactful on their sense of confidence as a teacher, while past music teachers were the most common influence on student teachers’ sense of professional commitment.

The mediating effect of music teaching efficacy in the relationship between musical experience and music performance efficacy of pre-service early childhood teachers

The mediating effect of music teaching efficacy in the relationship between musical experience and music performance efficacy of pre-service early childhood teachers

탐구기반 학습(IBL)을 통한 음악중심 STEAM 교육 프로그램이 예비유아교사의 자기주도학습능력, 음악내용지식 및 음악교수효능감에 미치는 영향

The purpose of this study was to examine the effects of a music-centered STEAM education program through inquiry-based learning for pre-service early childhood teachers on self-directed learning ability, music content knowledge, and music teaching efficacy. This study was conducted for 15 weeks with 44 second-year students (experimental group: 22, comparison group: 22) of early childhood education department at C university located in B city. Differences between groups were examined through covariate analysis using self-directed learning ability tools by Lee et al. (2003), music teaching content knowledge tools by Nam (2014), and music teaching efficacy tools by Bang and Park (2005). The findings indicated that pre-service teachers in the experimental group, who experienced an inquiry-based learning approach within a music-centered STEAM education program, demonstrated significant improvements compared to the control group. Notable enhancements were observed in self-directed learning abilities—learning planning, execution, overall self-directed learning—and in music teaching content knowledge, specifically in knowledge about young children, music teaching methods, music teaching environment, and comprehensive content knowledge. Moreover, within music teaching efficacy, there were substantial improvements in belief in teaching abilities, result expectations, and overall efficacy. This study is significant for introducing innovative music education methods that align with the Revised Nuri Curriculum through creative and problem-solving play for pre-service early childhood teachers.

Influence of Pre-service Elementary Teachers' General Teaching Efficacy and Music Performance Efficacy on Music Teaching Efficacy

본 연구는 예비초등교사의 일반교수효능감, 음악실기효능감 그리고 음악 사교육 경험이 음악교수효능감에 영향을 미치는지 알아보고 연구결과를 토대로 예비초등교사의 음악교수효능감 향상을 위한 방안을 논의 하는 것이 목적이다. 교육대학교에 재학 중인 예비초등교사 432명이 연구대상자였으며, 설문지를 활용하여 얻은 결과를 통계적으로 분석하였다. 연구 결과에 따르면 일반교수효능감과 음악실기효능감, 음악 사교육 경험은 모두 유의미하게 음악교수효능감에 영향을 끼치는 것으로 나타났다. 즉, 일반교수효능감, 음악실기효능감이 높고 음악 사교육 경험이 있으면 음악교수효능감도 높은 것으로 나타났다. 따라서 예비초등교사의 음악교수효능감 향상을 위해서는 일반교수효능감을 함께 높이는 것이 중요하며, 예비초등교사가 초등음악교과에서 요구되는 음악실기 능력을 배양할 수 있도록 초등교원양성기관의 실기 수업이 체계적으로 구성되어야 할 것이다 .This study examined whether the general teaching efficacy, music teaching efficacy, and music private lesson affects music teaching efficacy for pre-service elementary teachers. Based on the implications obtained through the results, suggestions for improving pre-service teachers' music teaching efficacy were discussed focusing on the curriculum of the university of education. Participants in this study were 432 pre-service elementary teachers, and questionnaire were used for the study, and the results were analyzed statistically. According to the results of the study, it was found that both general teaching efficacy and music performance efficacy significantly affected music teaching efficacy. In addition, the experience of music private education also affects the music teaching efficacy, the longer the period, the higher the music teaching efficacy. Therefore, in order to improve the music teaching efficacy, it is necessary to increase the efficacy of general teaching efficacy. Also, it is proposed that practical and systematical performance classes necessary for music performance efficacy improvement at elementary school teacher education institutions.

예비유아교사를 위한 음악교수 프로그램의 효과

Objectives This study designed a music teaching program that can enhance the pre-kindergarten teachers’ personality characteristics and teaching efficacy in the music teaching class for pre-kindergarten teachers and examines the effects of the music teaching program through the results of applying the process. Methods To develop a music teaching program for pre-school teachers, starting with literature research, it is a composition that can be used in the teacher training process. It is designed as a 15 week educational program to be applied in the course. This program was conducted for 15 weeks for 120 students in the 3rd grade of early childhood education in Seoul and Gyeonggi area. The program was implemented mainly by instructors who have an understanding of the program and have experience in teaching and managing early childhood music education. Before and after the implementation of this program, the happiness and music teaching efficacy of pre-school teachers were measured. Results Through the music guidance program for prospective infant teachers, the post-test score was improved compared to the pre-test score of the happiness and musical teaching efficacy of the pre-infant teachers who participated. As a sub-factor of happiness, post-scores of internal happiness and self-regulated happiness were improved, and post-scores were improved in both sub-scores of general teaching efficacy and personal teaching efficacy, which are sub-scores of music teaching efficacy. The effect of this program could be confirmed as the score of happiness and music teaching efficacy increased. Conclusions This suggests that it is necessary to continue educational attempts to improve teacher competency and personality skills by combining music personality programs that can enhance the happiness and music teaching efficacy of prospective infant teachers in early childhood music guidance subjects.

보육교사의 음악교수내용지식과 음악교수효능감의 관계에서 음악에 대한 태도의 매개 효과

The purpose of this study was to figure out the mediating effects of the attitude toward music in the relationship between the music teaching content knowledge and the music teaching efficacy in childcare teachers. To this end, a questionnaire survey was conducted targeting 304 childcare teachers who are working at child care centers where are located in Seoul Metropolis and Gyeonggi Province. The analysis of the collected data was examined the mediating effects by using SPSS 27.0 with correlation analysis, 3-step multiple regression analysis, and Sobel test. As a result of the research, first, a significant positive correlation was shown in all the relationships among the childcare teacher’s music teaching content knowledge, music teaching efficacy, and attitude toward music. Second, the attitudes toward music(cognitive dimension, emotional dimension) reflected a partial mediation effect in the relationship between the childcare teacher s music teaching content knowledge and music teaching efficacy. Thus, the childcare teacher s music teaching content knowledge can be known to have a direct positive impact on music teaching efficacy and to have an influence upon the music teaching efficacy even through the mediation of the attitude toward music. These research results suggest that there is a need to enhance the positive attitude toward music that childcare teachers have through providing the pleasant music experience, the applicable music teaching method, and the example of music activities in the teacher training course and the in-service teacher education in order to allow the music teaching content knowledge possessed by childcare teachers to have an effect on the music teaching efficacy.

예비유아교사의 학년, 음악교수효능감, 자아탄력성에 따른 자아존중감의 차

본 연구는 학년, 음악교수효능감, 자아탄력성에 따라 자아존중감이 어떠한 차이가 있는지 밝혀보는데 목적을 두고, 예비 유아교사 249명을 대상으로 설문조사를 실시하였다. 분석시 음악교수효능감, 자아탄력성은 상, 중, 하 3 수준으로 범주화하여 집단 간 차이를 F검증과 Scheffe 검증을 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 자아존중감은 학년에 따라 차이가 있으며 3학년이 1, 2 학년에 비해 더 높다. 둘째, 자아존중감은 음악교수효능감에 따라 차이가 있으며 음악교수효능감이 높을수록 자아존중감도 높다. 셋째, 자아존중감은 자아탄력성에 따라 차이가 있으며 자아탄력성이 높을수록 자아존중감도 높다. 넷째, 자아존중감은 학년이 높을수록, 음악교수효능감이 높을수록, 자아탄력성이 높을수록 높다. 이러한 본 연구의 결과는 예비유아교사의 자아존중감을 향상시키기 위해서 학년별 교육의 중요성 및 음악교수효능감과 자아탄력성 함양의 필요성을 시사하고 있다.

A Study on Pre-service Early Childhood Teacher’s Music Self-concept and Music Teaching Efficacy according as Experiences related to Music

A Study on Pre-service Early Childhood Teacher’s Music Self-concept and Music Teaching Efficacy according as Experiences related to Music

예비유아교사의 학년과 음악교수효능감이 자아탄력성에 미치는 영향

예비유아교사의 학년과 음악교수효능감이 자아탄력성에 미치는 영향

Understanding the relationship between content knowledge of music teaching and music teaching efficacy of early childhood teachers

본 연구의 목적은 유아교사의 배경변인에 따른 음악교수 효능감과 음악교수 내용지식과 음악교수 효능감의 상관관계에 기초하여, 음악교수 효능감에 있어 유아교사의 배경변인과 음악교수 내용지식의 상대적 설명력을 검토함으로써 유아교사의 음악교수 효능감의 중요성을 파악하는데 있다. 어린이집과 유치원에 근무하는 유아교사 187명을 대상으로 자료를 수집하여 분석한 결과, 통합음악연수를 받은 유아교사는 통합음악연수 경험이 없는 유아교사보다 음악교수 효능감이 높게 나타났다. 또한, 석ㆍ박사 졸업 이상의 학력과 12년 이상 경력을 지닌 유아교사의 음악교수 효능감이 높게 나타났다. 유아교사의 음악교수 내용지식과 음악교수 효능감에 대한 상관분석 결과, 유아교사의 음악교수 내용지식이 높을수록 음악교수 효능감이 높았다. 음악교수 효능감에 대한 동시적 회귀분석 결과, 유아교사 학력과 경력, 음악교수 내용지식의 상대적 설명력이 유의하게 나타났다. 종합하면, 음악교수 효능감 증진을 위하여 음악교수 내용지식 향상을 위한 노력이 요구되며 이를 위해 통합음악 교사연수 프로그램의 필요성이 제기된다.To study the importance of teacher s music teaching efficacy in early childhood music education, the relationship between content knowledge of music teaching and music teaching efficacy was examined. A survey of 187 early childhood teachers was conducted. Results are as follows; First, the content knowledge of music teaching and music teaching efficacy of early childhood teachers with more than 12 years of teacher experience and in-service teacher training in the integrated music education was higher than those who did not. In addition, early childhood teachers with master s and doctoral degrees had greater content knowledge of music teaching and music teaching efficacy than other early childhood teachers. Second, music teaching content knowledge was positively related to music teaching efficacy. Finally, the simultaneous regression analysis of music teaching efficacy revealed that education level, teacher s career and content knowledge were important predictors. As a result, efforts to improve the content knowledge of musin teaching of early childhood teachers are needed to increase the effect of music education, and the necessity of an integrated music teacher education program is raised.

Understanding the relationship between content knowledge of music teaching and music teaching efficacy of early childhood teachers

Understanding the relationship between content knowledge of music teaching and music teaching efficacy of early childhood teachers

The Influence of Temperament of Early Childhood Teachers on Music Teaching Efficacy

본 연구는 유아교사의 음악연수 경험과 장학 경험에 따른 음악교수효능감을 알아보고, 유아교사의 기질과 음악교수효능감 간의 관계 및 영향을 분석하는데 목적이 있다. 연구대상은 서울과 경기도에 위치한 유아교육기관에 근무하고 있는 유아교사 321명이었다. 자료분석은 t-검증, 상관관계 분석, 다중회귀분석을 이용하였다. 분석 결과는 다음과 같다. 첫째, 음악연수 경험에 따른 개인적 효능감과 음악장학 경험에 따른 일반적 효능감과 개인적 효능감에 유의미한 차이가 나타났다. 둘째, 유아교사의 기질과 음악교수효능감 간에 높은 상관이 나타났다. 셋째, 유아교사의 기질 중 사회성이 증가할수록 음악교수효능감의 하위요인인 일반적 효능감도 증가했으며, 정서성이 낮고 활동성이 높을수록 개인적 효능감이 높게 나타났다. 결론적으로 유아교사의 기질은 음악교수효능감을 향상시키는 중요한 내재적 변인임을 알 수 있었다.The purpose of this study was to investigate the musical teaching efficacy of early childhood teachers according to the experiences of musical training and scholarship, and also to examine the effects of the temperament of early childhood teachers on their music teaching efficacy. This study was conducted on 321 early childhood teachers in kindergartens and day care centers located in Seoul and Kyonggi-do. Data were analysed using t-test, Preason’s correlation analysis and multiple regression analysis. The results of this study are described according to study problems as follows. First, the higher the musical training and scholarship experience, the higher the difference in music teaching efficacy. Second, the temperament of early childhood teachers was found to be highly correlated with the music teaching efficacy, As the sociality of early childhood teachers increased, general efficacy, which is a subfactor of music teaching efficacy, was also increased. The lower the emotionality was and the higher the activity was, the more the personal efficacy was increased. Temperament of early childhood teachers are important intrinsic variables promoting music teaching efficacy.

The Effect of the Musical Environment at Home and the Music Engagement of the Pre-servicew Childhood Teachers on Music Teaching Intention: The Mediating Effects of Music Teaching Efficacy

The Effect of the Musical Environment at Home and the Music Engagement of the Pre-servicew Childhood Teachers on Music Teaching Intention: The Mediating Effects of Music Teaching Efficacy

예비유아교사의 학년, 직업관 및 음악교수효능감에 따른 행복감 차이

예비유아교사의 학년, 직업관 및 음악교수효능감에 따른 행복감 차이

The Effect of Music Practical Class in Early Childhood Education on Self-Efficacy and Music Teaching Efficacy of Pre-service Early Childhood Teachers

The Effect of Music Practical Class in Early Childhood Education on Self-Efficacy and Music Teaching Efficacy of Pre-service Early Childhood Teachers

Differences and relationships of the daycare teachers’ perception on music pedagogical content knowledge and music teaching efficacy

Differences and relationships of the daycare teachers’ perception on music pedagogical content knowledge and music teaching efficacy

유아음악교육에서 STEAM 교육 활용이 예비유아교사의 음악지식, 음악교수 효능감, 음악태도 및 창의성에 미치는 영향

유아음악교육에서 STEAM 교육 활용이 예비유아교사의 음악지식, 음악교수 효능감, 음악태도 및 창의성에 미치는 영향

예비유아교사의 음악극 기획 및 공연 경험이 음악교수효능감과 정서지능에 미치는 효과

예비유아교사의 음악극 기획 및 공연 경험이 음악교수효능감과 정서지능에 미치는 효과

A Mixed-Methods Investigation of Preservice Music Teaching Efficacy Beliefs and Commitment to Music Teaching

The purpose of this study was to investigate the music teaching efficacy beliefs and commitment to teaching of preservice music teachers enrolled in an introductory music education course. Also explored was the impact of introductory music education course experiences on preservice music teachers’ music teaching efficacy beliefs and commitment to teaching. This study was conducted in a sequential explanatory mixed-methods design, organized into two strands (Strand I: Quantitative, Strand II: Qualitative). Introductory music education students ( N = 684) from 41 National Association of Schools of Music–accredited institutions participated in Strand I, with a nested sample of 24 interviewees participating in Strand II. Preservice music teachers’ efficacy beliefs were interpreted as having two dimensions: music teaching efficacy beliefs and classroom management efficacy beliefs. Mixed-methods analyses indicated that introductory music education students’ music teaching efficacy beliefs may have been impacted by a variety of course experiences, including individual mentoring, peer teaching, and field experience. Participants’ commitment to teaching may have been strengthened by mentoring, although instances of weakened commitment were rare. Additional findings included the types and qualities of experiences perceived by participants as influential to music teaching efficacy beliefs or commitment.

‘음악하기(Musicing)’ 활동 프로그램이 예비유아교사의 음악적 자아개념과 음악교수효능감에 미치는 효과

The purpose of this study was to examine the effects of musicing activities program on the musical self-concept and music teaching efficacy of preservice early childhood teachers. The subjects in this study were 48 selected preservice early childhood teachers who were in the department of early childhood education in a four-year university located in Seoul and who were taking a course in early childhood music education. For 15 weeks, they took classes in early childhood music education that centered around musicing activities program. To determine the results of this education, the preservice early childhood teachers were tested on musical self-concept and music teaching efficacy twice using related instruments, once each before and after the education. First, the musicing activities program exercised a positive influence on the change of the musical self-concept of the preservice early childhood teachers. Second, the musicing activities program had a positive impact on the change of their teaching efficacy in music. The findings of the study have great implications for how to nurture preservice early childhood teachers in that it found the musicing activities program make it possible to change musical self-concept for the better and to improve music teaching efficacy.