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Abstract

The social and emotional competencies of preservice teachers are critical for their success in teacher preparation programs and subsequent years in teaching. This study assessed the perceived social and emotional competencies of preservice music teachers via the Social and Emotional Competence Assessment Battery for Adults (SECAB-A). A sample of 88 undergraduate music education majors from 11 universities across the United States responded to questionnaire statements and discussed factors that may have contributed to the development of these competencies. Results indicated that preservice teachers strived to understand how other people’s behavior affected their own emotions and behaviors. Preservice teachers reported regular reflection and introspection, such as reading and therapy, as a method to regulate their social and emotional responses in stressful situations. Influences on competencies included music teaching experiences and deeply personal and emotional concomitants such as faith and past trauma. Overall, preservice music teachers indicated that their social and emotional competencies were developed through teaching practicum, real-world experiences, and interactions with others. This article’s discussion section includes implications and recommendations for music teacher educators.

Keywords

preservice music teachers social and emotional competence teacher preparation

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An Examination of Preservice Music Teachers’ Perceived Social and Emotional Competencies

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