The Development of a Choral Music Teacher Self-Efficacy Scale
Music teacher identity construction has been identified as playing an important role in the resiliency and effectiveness of music educators. Furthermore, examining self-efficacy has been singled out as a pivotal factor in understanding music teacher identity construction. Since no measure currently exists that measures the self-efficacy of choral music teachers for choral specific skills, the purpose of this dissertation project is to develop the Choral Music Teacher Self-Efficacy Scale (CMTSES).
The review of literature, focus group interviews, and three rounds of expert reviews created a list of 30 items which were converted into the CMTSES. The final version of the CMTSES was administered to 372 in-service choral music teachers. During the analysis phase, the descriptive data was examined, an exploratory factor analysis was conducted, and an initial reliability analysis was completed.
The exploratory factor analysis revealed 15 of the 30 items required revision before inclusion in a future instrument. The remaining 15 items appeared to coalesce into two factors that explained 56.01% of the variance. The two factors have been interpreted as Choral Singing Teaching Skills and Choral Ensemble Teaching Skills. Finally, the initial reliability of the instrument was high (α = 0.91) as well as the reliability of the two factors (Factor 1: α = 0.87, Factor 2: α = 0.85).
The development of the CMTSES is the first step in providing specific valuable information about a facet of choral music teacher identity construction that will help the field of music education more deeply understand teacher identity. It is intent of this measure to help develop stronger teacher identity by identifying areas where additional professional development might be useful and thereby improvement music instruction for all students of music.
Project Link
http://www.douglascmccall.com
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