Comparison of elementary education and music education majors’ efficacy beliefs in teaching music

Abstract

The purpose of this study was to compare elementary education and music education majors’ perceived efficacy beliefs in teaching music to determine what factor(s) contribute to these beliefs and to examine possible changes in self-efficacy after elementary education majors complete a course in music teaching methods. Participants (N=193) were elementary education majors (n=113) enrolled in a music methods course as part of their university certification program and music education majors (n=80) comprised of two groups. Data was collected through three surveys created for this study: the Music Teaching Efficacy Belief Instrument, the Music Teacher Confidence Scale, and the Music Experience Survey. Results of this study indicated that music education majors’ expressed statistically significant higher degrees of confidence for making music (singing and playing an instrument) and teaching music; however, elementary education majors’ responses indicated higher confidence to integrate music with other curricular subjects. Further, elementary education majors’ responses indicated an increase in confidence to teach music after participation in a music methods course. Furthermore, results of the study indicated that personal music teaching efficacy and music teaching are two possible factors that contribute to elementary education and music education majors’ efficacy beliefs in teaching music.