Examining the sources of self-efficacy among instrumental music teachers

This dissertation comprises three projects that were designed to investigate the extent that mastery experiences, verbal persuasions, vicarious experiences, and physiological state contribute to instrumental music teachers' self-efficacy. The first investigation was a review of the literature about self-efficacy and its sources among general education teachers, music teachers, and preservice teachers. The second investigation was a survey study of how instrumental teachers' self-efficacy for teaching strategies is influenced by its four sources. Results indicated concert band directors' self-efficacy related the most with mastery experiences, followed by verbal persuasions, physiological state, and vicarious experiences, respectively. Further investigation indicated levels of self-efficacy related with years of experience and self-perceptions of effective teaching. The third investigation was a case study of preservice instrumental teachers' self-efficacy and concerns. Participants' beliefs were most impacted by their familiarity with a setting and perceived success of previous pedagogical experiences. Results from these three projects indicated that instrumental music teachers' self-efficacy (a) is most influenced by the relative success of previous teaching experiences, (b) relates to effective teaching behaviors, and (c) improves with experience and familiarity in a setting.

Name thesis:degree_name

Ph. D.

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Music (MU)

Grantor dc:publisher

University of Missouri--Columbia

Year dc:date.issued

2019

Author dc:creator

• Regier, Bradley James

Advisor dc:contributor.advisor

• Silvey, Brian A.

Statement dc:rights

• OpenAccess.

Language dc:language.iso

eng, English

DOI

https://doi.org/10.32469/10355/69975

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/69975