A structural equation model of preschool teacher candidates' self-efficacy beliefs for music teaching: The role of academic and preschool teaching self-efficacy

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dc.contributor.authorSen, Cagri
dc.date.accessioned2026-04-25T14:20:15Z
dc.date.available2026-04-25T14:20:15Z
dc.date.issued2025
dc.departmentSinop Üniversitesi
dc.description.abstractThis study sought to explore the interrelationships between preschool teacher candidates' self-efficacy in music teaching, their academic self-efficacy and their self-efficacy in preschool teaching. A review of the relevant literature was conducted, and Structural Equation Modeling was used to examine the relationships between variables. The study sample comprised 425 preschool teacher candidates. The findings indicated that academic self-efficacy significantly and positively predicted both preschool teaching self-efficacy and music teaching self-efficacy. Additionally, preschool teaching self-efficacy emerged as a significant positive predictor of music teaching self-efficacy. Notably, preschool teaching self-efficacy was identified as the strongest predictor of music teaching self-efficacy. Furthermore, preschool teaching self-efficacy was found to mediate the relationship between academic self-efficacy and music teaching self-efficacy. Theoretical implications suggest that the music teaching self-efficacy beliefs of preschool teacher candidates, who are also responsible for providing music education, are positively related to their academic self-efficacy and preschool teaching self-efficacy. However, further research is needed that addresses other variables with the potential to predict music teaching self-efficacy.
dc.identifier.doi10.1177/02557614251329629
dc.identifier.issn0255-7614
dc.identifier.issn1744-795X
dc.identifier.orcid0000-0003-0776-5025
dc.identifier.scopus2-s2.0-105001165244
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1177/02557614251329629
dc.identifier.urihttps://hdl.handle.net/11486/8462
dc.identifier.wosWOS:001451464000001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorSen, Cagri
dc.language.isoen
dc.publisherSage Publications Ltd
dc.relation.ispartofInternational Journal of Music Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20260420
dc.subjectAcademic self-efficacy
dc.subjectmusic teaching self-efficacy
dc.subjectpreschool teacher candidate
dc.subjectpreschool teaching self-efficacy
dc.titleA structural equation model of preschool teacher candidates' self-efficacy beliefs for music teaching: The role of academic and preschool teaching self-efficacy
dc.typeArticle

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