Year: 2025
Type: article
Abstract: Context-specific challenges may interfere with rural music teachers’ ability to develop self-efficacy beliefs in their music teaching abilities. In this multiple case study, we aimed to explore relationships between the four self-efficacy sources and the teaching self-beliefs and commitment of rural music teachers. Six rural public school music teachers completed the Music Teacher Self-Efficacy Questionnaire, focus group and individual interviews, and journal reflections. Participants reported that a lack of mastery and vicarious experiences in out-of-specialty music areas negatively impacted their teaching self-efficacy beliefs. Conversely, previous mastery experiences enabled them to persevere through teaching challenges, especially within out-of-specialty music teaching. Participants reported strong commitment to rural teaching and sought ways to boost their teaching self-efficacy. Implications include supporting prospective rural music teachers’ self-efficacy for teaching through the four self-efficacy sources, cultivating knowledge and skills to improve teaching practice, fostering relationships to build community, and promoting context-specific conceptualizations of successful rural teaching.
Authors: Edward G. Michaud, Karin S. Hendricks
Institution: Boston University
Language: English
Subfield: Music
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4414974805