PREDICTORS OF MUSIC TEACHING SELF-EFFICACY AMONG PRE-SERVICE PRESCHOOL TEACHERS: THE ROLE OF MUSICAL EXPERIENCE, MUSIC INTEREST, AND COURSE ACHIEVEMENT

Abstract

This study aimed to examine the roles of gender, year level, musical experience, music interest, and early childhood music education course achievement in explaining music teaching self-efficacy among pre-service preschool teachers. The study was designed as a predictive correlational study within a quantitative research framework. The study group consisted of 418 pre-service preschool teachers. Data were collected through a personal information form, a music interest scale, and a music teaching self-efficacy scale. Relationships among the variables were examined using Spearman’s rank-order correlation, while the predictors of music teaching self-efficacy were analyzed through a three-step hierarchical multiple regression analysis. The findings showed that music teaching self-efficacy was positively but weakly related to music interest and course grade. Although the final regression model was statistically significant, the proportion of explained variance was limited. In the model, early childhood music education course grade emerged as a positive predictor, while gender was also significant with a small effect. Year level, musical instrument practice experience, receiving music education outside formal education, and music interest were not significant individual predictors in the final model. The findings suggest that music teaching self-efficacy should be considered together with course-based achievement experiences and pedagogical practice processes.