The Effect of Self-Leadership on Self-Efficacy and University Commitment: A Study on Preservice Music Teachers

Abstract

The aim of this study was to find out the relationship among variables self-leadership, self-efficacy and university commitment and their effects on each other. Accordingly, correlational survey model was used as the relationships among variable. It examines conceptual models created by researchers. The population included 1390 preservice music teachers. There were 349 preservice music teacher in the sample of the research. The research’s sample consisted of 10 universities. A simple random sample was chosen for the participation of the students. Structural equation model was created with the hypotheses. Confirmatory factor analysis was used to find out the factor and item numbers of the them. The data were evaluated in terms of extreme values and 16 data were excluded according to mahalonobis values. The skewness and kurtosis coefficients of the sub-dimensions were examined to determine whether the univariate normality assumption of the data was met. According to the first result, music teacher candidates' self-leadership behaviors positively and significantly affected their self-efficacy. According to second result, preservice music teachers’ self-leadership behaviors positively and significantly affected their university engagement. According to the third result, it was concluded that the self-efficacy of the preservice music teacher affected their university commitment positively and significantly. Self-leadership was an important predictor of self-efficacy and university commitment, and self-efficacy was an important predictor of university commitment.