Yücesan, Esra2025-03-232025-03-2320232147-9844https://hdl.handle.net/11486/1879Purpose: This study aims to examine pre-service preschool teachers’ music education self-efficacy levels in terms of their gender and grades.Design: The research has been designed as descriptive research based on the survey model. The data collection tool includes the 'Music Education Self-Efficacy Scale for Preschool Teacher Candidates' developed by Yildiz (2017). The study group includes 221 pre-service preschool teachers.Findings: Research indicates that pre-service preschool teachers' music education self-efficacy is at a 'good level.' Considering grades, it is found that as the grade level increases, there is an increase in the self-efficacy beliefs of pre-service preschool teachers related to music education. The lowest music education self-efficacy levels belong to freshman pre-service preschool teachers, and the highest music education self-efficacy levels belong to senior pre-service preschool teachers. However, it is found that the music education self-efficacy levels do not significantly differ according to gender.Highlights: It draws attention to a significant increase in the music education self-efficacy belief levels of the 3rd and 4th grade pre-service preschool teachers who took 'Early Childhood Music Education' as a compulsory course in the 2nd year of undergraduate education.eninfo:eu-repo/semantics/openAccessSelf-efficacy beliefMusic education self-efficacy beliefMusic education in early childhoodTeacher trainingProfessional development in music educationArticle311606910.24106/kefdergi.1246438https://doi.org/10.24106/kefdergi.1246438