The relationship between classroom teachers' self-efficacy in teaching music with their music teaching skills and musical development

Abstract

Music education at primary school age is an essential field in the multidimensional development of children. In the first stage of primary education, the classroom teacher is obliged to give music lessons. Therefore, classroom teachers need to be equipped and have proficiency in the field of music. This study aims to examine the relationships between classroom teachers' self-efficacy for teaching music with their musical teaching skills, and musical development. The study was based on the correlational research model. Data were collected through the Self-efficacy in Teaching Music Scale and a questionnaire that aimed to collect information regarding the demographic characteristics of teachers and their competencies in music. The study was conducted with 405 classroom teachers from 51 primary schools located in the central district of Afyonkarahisar in Turkey. The results of the study indicated that the self-efficacy of classroom teachers in teaching music was at an intermediate level. It was found that the self-efficacy levels among classroom teachers who can play an instrument, accurately sing the songs they listen to, make students listen to music in lessons, make them play instruments, form choruses, participate in training sessions on music education, and want to take part in such events were significantly higher.