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The effective music teacher: A model for predicting music teacher’s self-efficacy (CROSBI ID 284033)

Prilog u časopisu | izvorni znanstveni rad | međunarodna recenzija

Biasutti, Michele ; Concina, Eleonora ; Deloughry, Ciaran ; Frate, Sara ; Konkol, Gabriela ; Mangiacotti, Anthony ; Rotar Pance, Branka ; Vidulin, Sabina The effective music teacher: A model for predicting music teacher’s self-efficacy // Psychology of Music, 1 (2020), 1; 1-17. doi: 10.1177/0305735620959436

Podaci o odgovornosti

Biasutti, Michele ; Concina, Eleonora ; Deloughry, Ciaran ; Frate, Sara ; Konkol, Gabriela ; Mangiacotti, Anthony ; Rotar Pance, Branka ; Vidulin, Sabina

engleski

The effective music teacher: A model for predicting music teacher’s self-efficacy

Effective music teachers have several skills that influence the learning processes of their students. Music teachers’ effectiveness is a multidimensional construct that includes professional and personal features ; it is a complex phenomenon characterized by several hidden variables that contribute in an interrelated way. Variables like professional self-efficacy could be good indicators of teachers’ effectiveness and are used to analyze professional and personal factors. The aim of this study is to examine music teachers’ professional self-efficacy and to define a predictive model based on their psychological and professional attitudes. Participants were 335 music teachers from several European countries who completed a set of questionnaires that included measures for professional self- efficacy, professional motivation, professional satisfaction, resilience, coping strategies, and self-esteem. A regression analysis was used to define a predictive model of professional self-efficacy. The results show that professional self-efficacy was positively predicted by professional satisfaction, intrinsic motivation and regulation attitudes toward teaching activity, perceived resilience, coping strategies based on planning solutions, and self-esteem. Conversely, coping strategies based on passive acceptance of critical situations had a negative impact on music teachers’ professional self-efficacy. The educational implications of these findings are discussed.

music teacher self-efficacy, effective music teacher, self-efficacy predictors, music teacher professional satisfaction, music teacher resilience

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Podaci o izdanju

1 (1)

2020.

1-17

objavljeno

0305-7356

10.1177/0305735620959436

Povezanost rada

Glazbena umjetnost, Pedagogija

Poveznice
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