A structural equation model of preschool teacher candidates’ self-efficacy beliefs for music teaching: The role of academic and preschool teaching self-efficacy

IF 1.3 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Music Education Pub Date : 2025-03-26 DOI:10.1177/02557614251329629

Çağrı Şen

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引用次数: 0

Abstract

This study sought to explore the interrelationships between preschool teacher candidates’ self-efficacy in music teaching, their academic self-efficacy and their self-efficacy in preschool teaching. A review of the relevant literature was conducted, and Structural Equation Modeling was used to examine the relationships between variables. The study sample comprised 425 preschool teacher candidates. The findings indicated that academic self-efficacy significantly and positively predicted both preschool teaching self-efficacy and music teaching self-efficacy. Additionally, preschool teaching self-efficacy emerged as a significant positive predictor of music teaching self-efficacy. Notably, preschool teaching self-efficacy was identified as the strongest predictor of music teaching self-efficacy. Furthermore, preschool teaching self-efficacy was found to mediate the relationship between academic self-efficacy and music teaching self-efficacy. Theoretical implications suggest that the music teaching self-efficacy beliefs of preschool teacher candidates, who are also responsible for providing music education, are positively related to their academic self-efficacy and preschool teaching self-efficacy. However, further research is needed that addresses other variables with the potential to predict music teaching self-efficacy.

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幼儿教师候选人音乐教学自我效能感信念的结构方程模型：学术与幼儿教学自我效能感的作用

本研究旨在探讨幼儿教师候选人音乐教学自我效能感、学业自我效能感和幼儿教学自我效能感之间的相互关系。在回顾相关文献的基础上，采用结构方程模型分析变量之间的关系。研究样本包括425名幼儿教师候选人。研究发现，学业自我效能感对幼儿教学自我效能感和音乐教学自我效能感均有显著正向预测作用。此外，学前教学自我效能对音乐教学自我效能有显著的正向预测作用。值得注意的是，学前教学自我效能被认为是音乐教学自我效能的最强预测因子。幼儿教学自我效能感在学业自我效能感和音乐教学自我效能感之间起中介作用。理论含义表明，同时承担音乐教育任务的幼儿教师候选人的音乐教学自我效能感信念与其学业自我效能感和幼儿教学自我效能感呈正相关。然而，需要进一步的研究来解决其他可能预测音乐教学自我效能的变量。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Music Education Multiple-

CiteScore

3.20

自引率

11.10%

发文量

期刊介绍： The International Journal of Music Education (IJME) is a peer-reviewed journal published by the International Society for Music Education (ISME) four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction. All manuscripts should contain evidence of a scholarly approach and be situated within the current literature. Implications for learning and teaching of music should be clearly stated, relevant, contemporary, and of interest to an international readership.