Beginning generalist teacher self-efficacy for music compared with maths and English
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In 2008, 201 beginning generalist teachers throughout Queensland, Australia, responded to a questionnaire intended to create a snapshot of current self-efficacy beliefs towards teaching music. Beginning teachers were asked to rank their perceived level of teacher self-efficacy for music, English and maths. Results were analysed through a series of repeated measures ANOVAs to compare the mean scores for statistical difference. Findings suggest that generalist beginning teacher self-efficacy for music declines as years of teaching experience increase, while teacher self-efficacy for English and maths increases during this period. Results provide key insights for teacher educators, school administrators and policy makers into the likelihood of long-term music teaching in the generalist classroom. Greater support is required to reverse the documented snapshot of low teacher self-efficacy for music education in Queensland generalist teacher classrooms.
British Journal of Music Education
Copyright 2012 Cambridge University Press. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Creative Arts, Media and Communication Curriculum and Pedagogy