Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.

Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.

An Exploration of Pre-Service Music Educators’ Self-Efficacy to Engage Students Across Music Classroom Settings

Aaron Douglas Schuck, University of Nebraska - Lincoln

Abstract

The purpose of this study was to explore pre-service music educators’ self-efficacy towards fostering student behavioral engagement (attention, participation, and compliance) across music teaching content areas (general, band, choir, or orchestra), and to compare pre-service music educators’ self-efficacy with a university supervisor evaluation through observation in a music practicum setting. Two instruments designed for the study were used: the Self-Efficacy Towards Student Behavioral Engagement Survey (SBE Self-Efficacy Survey) provided data from pre-service music educators, and the Student Behavioral Engagement in Music Observation Rubric (SBE Observation Rubric) completed by a university supervisor following an observation of a pre-service music educator. Thirty-nine undergraduate or post-baccalaureate pre-service music educators enrolled in junior or senior-level music education methods courses and concurrently enrolled in a parallel practicum experience at a large Midwestern university participated in the study. Practicum reflected a secondary music teaching content area (e.g., junior-level preferred band in choral placement) or student teaching in preferred music teaching content area (e.g., senior-level preferred general music in general music). Participants completed the survey to examine respondents’ self-efficacy towards student behavioral engagement in four music teaching content areas. A one-way repeated measures ANOVA was used to determine if significant differences in self-efficacy exist based upon music teaching content areas (p < 0.1809). A paired t-test was used to examine self-efficacy differences between preferred and secondary content areas (p < 0.0001). A university supervisor scored student behavioral engagement performance following an in-field teaching observation with scoring focused on attention, participation, and compliance using the observation rubric. A Pearson correlation determined a small relationship existed between pre-service music educators’ self-efficacy towards student behavioral engagement and an evaluation following a teaching observation completed by a university supervisor (r = +0.0402). Results of the study would indicate equal self-efficacy towards student behavioral engagement across content areas with significant differences based upon preferred to secondary content areas, and a disconnect between pre-service music educators’ self-evaluation and evaluation from their university supervisor.

Subject Area

Music education|Education philosophy

Recommended Citation

Schuck, Aaron Douglas, "An Exploration of Pre-Service Music Educators’ Self-Efficacy to Engage Students Across Music Classroom Settings" (2022). ETD collection for University of Nebraska - Lincoln. AAI29261978.
https://digitalcommons.unl.edu/dissertations/AAI29261978

Share

COinS