Preservice Classroom Teachers’ Preconceived Attitudes, Confidence, Beliefs, and Self-Efficacy Toward Integrating Music in the Elementary Curriculum

Abstract

Preservice elementary education majors are required at many colleges and universities to take a course in music methods to become certified in their field. These courses are offered because they are a valuable component of a well-rounded liberal arts education and helps preservice educators to teach students in a well-rounded fashion. They are considered useful and necessary for all beginning general education teachers. However, not all preservice teachers recognize the importance or value of a methods class because of their less than favorable experiences in their elementary music classes and low self-efficacy to teach music effectively. Helping elementary education majors to see the value of integrating music in their curriculum-and that they are more than capable of doing so if they focus on their attributes and maintain a positive attitude with regard to their ability-may contribute to their success in the methods class and in their future classrooms.

Examining Relationship between Teachers' Self-efficacy and Job Satisfaction

“…In this regard, there are some studies that report similar results. Teachers with high self-efficacy are observed to achieve more educational outcomes than those with lower levels [10,27,49].…”

“…Better educational outcomes depend on the level of teacher self-efficacy. Low levels of teacher self-efficacy may inhibit the level of achievement at school [10,27,49]. There are certain personal and environmental factors in developing self-efficacy.…”

Examining the Relationship between Pre-Service Teachers’ Critical Thinking Disposition, Problem Solving Skills and Teacher Self-Efficacy

“…Teachers with high self-efficacy beliefs make further efforts to improve student learning and achievement (Bergman, McLaughlin, Bass, Pauly, & Zellman, 1977, Ruble, Usher & McGrew, 2011. On the contrary, low self-efficacy beliefs in teachers cause different problems in the accomplishment of educational objectives (Henson, 2001;Tschannen-Moran & Woolfolk-Hoy, 2001;Battersby & Cave, 2014). Self-efficacy is related to professional experience (Egyed & Short, 2006).…”

“…Teacher self-efficacy beliefs are the beliefs of teachers about how to improve their students' learning and achievement (Bergman, McLaughlin, Bass, Pauly & Zellman, 1977;Ruble, Usher & McGrew, 2011). Low levels of teacher self-efficacy beliefs cause problems in the accomplishment of educational objectives (Battersby & Cave, 2014;Henson, 2001;Tschannen-Moran & Woolfolk-Hoy, 2001). …”

Developing Confidence in STEAM: Exploring the Challenges that Novice Elementary Teachers Face

“…Many novice elementary teachers are apprehensive about teaching art, given that they do not inherently view themselves as artists (Battersby & Cave, 2014;Davies, 2010;Oreck, 2004;Russell-Bowie, 2012). Despite the fact that novice teachers tend to believe that engagement in the arts is an important component of every child's education, novice teachers rarely integrate the arts into their curriculum and instruction (Oreck, 2004).…”