A Measurement of Self-Efficacy among Oklahoma Secondary Band Directors in Concert, Marching, and Jazz Ensemble Pedagogy

Autor/in	Regier, Bradley J.
Titel	A Measurement of Self-Efficacy among Oklahoma Secondary Band Directors in Concert, Marching, and Jazz Ensemble Pedagogy
Quelle	In: Update: Applications of Research in Music Education, 37 (2019) 3, S.57-64 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Regier, Bradley J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8755-1233
DOI	10.1177/8755123318808246
Schlagwörter	Self Efficacy; Administrator Attitudes; Music Education; Music Activities; Musical Instruments; Music Teachers; Teaching Experience; Teaching Methods; Faculty Development; Correlation; High School Students; Teacher Education; Oklahoma + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Musikerziehung; Musikalische Aktion; Musikinstrument; Music; Teacher; Teachers; Musiklehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lehrerausbildung; Lehrerbildung
Abstract	The purpose of this study was to examine secondary band directors' self-efficacy toward concert, marching, and jazz ensemble pedagogy. Secondary purposes were to investigate potential relationships between secondary band directors' self-efficacy in concert, marching, and jazz ensemble pedagogy and their respective (a) demographics and (b) previous professional and preservice experiences. Oklahoma high school band directors were invited to participate in a researcher-designed survey that included questions pertaining to their professional teaching background and preservice music teaching experiences. Participants (N = 133) also identified their level of agreement to items on the Band Director Pedagogy Self-Efficacy Measure. Results indicated that mean differences for self-efficacy beliefs for all three ensemble settings were significantly different. Self-efficacy for concert band pedagogy was the highest, followed by marching and jazz band, respectively. Professional and undergraduate experiences significantly affected director pedagogy self-efficacy, particularly in the jazz setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01