Relationships Between Student Teachers' Confidence and Competence in Teaching Secondary Music

Abstract

The purpose of the study was 1) to investigate relationships between student teachers' confidence and competence in teaching secondary music, and 2) to identify factors affection student teachers' confidence and competence in teaching secondary music among selected variables. The selected variables were musical experience, teaching experience, music education course achievement, age, gender, and current degree enrolled at university. Student teachers' confidence in teaching was measured by the Secondary Music Teaching Questionnaire (SMTQ), designed by the investigator based on her previous studies. Data for their competence in teaching secondary music were obtained from their official school practicum report. The results showed that 1) student teachers' competence was not significantly related to their confidence in teaching secondary music (r = .115, N.S.). 2) Music education course achievement was the single significant factor affecting teachers' confidence in teaching music among the selected variables. 3) Musical experience, teaching experience, and age were significant factors affecting their competence in teaching secondary music. Implication for teaching: Student teachers' high levels of confidence in teaching secondary music do no guarantee their competence in school practicum. Implication for further research: Why is student teachers' competence in teaching music not significantly related to their confidence in teaching music?