%0 Journal Article
%T The effective music teacher: The influence of personal, social, and cognitive dimensions on music teacher self
%A Eleonora Concina
%A Michele Biasutti
%J Musicae Scientiae
%@ 2045-4147
%D 2018
%R 10.1177/1029864916685929
%X The profile of an effective instrumental and vocal music teacher includes many personal and professional dimensions. Among them, teacher self-efficacy plays a key role and influences the evaluation of music teachers¡¯ effectiveness. Recent studies have identified several factors that affect one¡¯s self-assessment of efficacy. However, a comprehensive model of the predictors of music teachers¡¯ self-efficacy still does not exist. The aim of the current study was to identify factors that affect music teacher self-efficacy using a quantitative approach. Three self-report questionnaires were administered to 160 instrumental and vocal music teachers in Italy. Data about their beliefs on musical ability, teacher self-efficacy, and social skills were collected to define a predictive model of teachers¡¯ self-efficacy using a stepwise regression analysis. In addition, an ANOVA was performed to examine group differences in music teacher self-efficacy and intercorrelations among questionnaire scales were computed. The findings have shown that a general score of music teacher self-efficacy can be predicted by a multidimensional model, including music teachers¡¯ personal and professional traits, such as social skills, beliefs about musical ability, teaching experience, and gender. Moreover, differences in specific aspects of teacher self-efficacy emerged in relation to participants¡¯ gender and level of expertise. The impact of these results on music teachers¡¯ education is discussed
%K music teacher effectiveness
%K music teacher self-efficacy
%K self-efficacy predictors
%K teacher social skills
%K teaching beliefs
%U https://journals.sagepub.com/doi/full/10.1177/1029864916685929