ERIC Number: EJ1280558
Record Type: Journal
Publication Date: 2021-Jan
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4294
EISSN: N/A
Available Date: N/A
Examining Relationships among Concert Band Directors' Efficacious Sources, Self-Efficacy for Teaching Strategies, and Effective Teaching Skills
Journal of Research in Music Education, v68 n4 p436-450 Jan 2021
The purpose of this study was to investigate the extent that concert band directors' self-efficacy for teaching strategies was influenced by its four sources: mastery experiences, verbal persuasions, vicarious experiences, and physiological state. A secondary purpose was to investigate possible relationships between directors' self-efficacy and self-perceptions of effective teaching. Participants were high school concert band directors (N = 610). They responded to the Concert Band Directors' Self-Efficacy for Teaching Strategies Scale, Sources of Self-Efficacy for Concert Band Teaching Scale, and a scale for effective teaching abilities. Directors' self-efficacy for teaching strategies were influenced most by mastery experiences, followed by verbal persuasions, physiological state, and vicarious experiences. Participants' self-efficacy scores associated with their experience level and the influence of each source on self-efficacy differed between early-, mid-, and late-career directors. Furthermore, participants who reported greater self-efficacy for teaching strategies also rated themselves as more confident for using effective teaching skills.
Descriptors: Correlation, Music Activities, Self Efficacy, Teaching Skills, Teaching Methods, Mastery Learning, Work Experience, Persuasive Discourse, Feedback (Response), Observation, Physiology, Music Teachers, High Schools
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A