A Measurement of Self-Efficacy Among Oklahoma Secondary Band Directors in Concert,Marching,and Jazz Ensemble Pedagogy

Abstract

The purpose of this study was to examine secondary band directors’ self-efficacy toward concert, marching, and jazz ensemble pedagogy. Secondary purposes were to investigate potential relationships between secondary band directors’ self-efficacy in concert, marching, and jazz ensemble pedagogy and their respective (a) demographics and (b) previous professional and preservice experiences. Oklahoma high school band directors were invited to participate in a researcher-designed survey that included questions pertaining to their professional teaching background and preservice music teaching experiences. Participants (N = 133) also identified their level of agreement to items on the Band Director Pedagogy Self-Efficacy Measure. Results indicated that mean differences for self-efficacy beliefs for all three ensemble settings were significantly different. Self-efficacy for concert band pedagogy was the highest, followed by marching and jazz band, respectively. Professional and undergraduate experiences significantly affected director pedagogy self-efficacy, particularly in the jazz setting.

Keywords

band director jazz pedagogy preservice teacher preparation professional development self-efficacy

Get full access to this article

View all access options for this article.

References

Allinder

(1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86–95. doi:10.1177/088840649401700203

Ashton

Webb

(1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York, NY: Longman.

Bandura

(1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.

Bandura

(2006). Guide for constructing self-efficacy scales. In Pajares

Urdan

(Eds.), Self-efficacy beliefs of adolescents (pp. 307–337). Greenwich, CT: Information Age.

Burley

W. W.

Hall

B. W.

Villeme

M. G.

Brockmeier

L. L.

(1991, April). A path analysis of the mediating role of efficacy in first-year teachers’ experiences, reactions, and plans. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Coladarci

(1992). Teachers’ sense of efficacy and commitment to teaching. Journal of Experimental Education, 60, 323–337.

Delzell

J. K.

(1993). Variables affecting the gender-role stereotyping of high school band teaching positions. Quarterly Journal of Teaching and Learning, 4(5), 77–84.

Dunscomb

Hill

(2002). Jazz pedagogy: The jazz educator’s handbook and resource guide. Miami, FL: Warner Bros.

Evans

Tribble

(1986). Perceived teaching problems, self-efficacy, and commitment to teaching among preservice teachers. Journal of Educational Research, 80, 81–85.

10.

Glickman

Tamashiro

(1982). A comparison of first-year, fifth-year, and former teachers on efficacy, ego development, and problem solving. Psychology in Schools, 19, 558–562. doi:10.1002/1520-6807(198210)19:4<558::AID-PITS2310190426>3.0.CO;2-F

11.

Grimes

W. F.

Jr. (1988). Conducting and rehearsal techniques of selected secondary school jazz ensemble directors (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 8805237)

12.

Bentler

P. M.

(1998). Fit indices in covariance structure modeling: Sensitivity to under parameterized model misspecification. Psychological Methods, 3, 424–453. doi:10.1037/1082-989X.3.4.424

13.

Jones

H. E.

(2005). Jazz in Oklahoma music teacher education (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3203317)

14.

Kirkpatrick Foundation/Quadrant Arts Education Research. (2010). Music education in Oklahoma schools: A preliminary review. Retrieved from http://artsedresearch.typepad.com/quadrant/2010/01/ok.html

15.

McKeage

K. M.

(2004). Gender and participation in high schools and college instrumental jazz ensembles. Journal of Research in Music Education, 52, 343–356. doi:10.1177/002242940405200406

16.

Midgley

Feldlaufer

Eccles

(1989). Change in teacher efficacy and student self- and task-related beliefs in mathematics during the transition to junior high school. Journal of Educational Psychology, 81, 247–258. doi:10.1037/0022-0663.81.2.247

17.

Muijs

Reynolds

(2001). Teachers’ beliefs and behaviors: What really matters. Journal of Classroom Interaction, 37(2), 3–15.

18.

Pajares

(2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19, 139–158.

19.

Prichard

S. F.

(2013). A mixed methods investigation of introductory music education courses, preservice music teaching efficacy beliefs, and commitment to music teaching (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3592359)

20.

Quesada

(1992). The effects of providing teaching materials and an in-service workshop concerning Puerto Rican music on music teachers’ self-efficacy and willingness to teach Puerto Rican music (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 9316061)

21.

Ross

J. A.

(1998). The antecedents and consequences of teacher efficacy. In Brophy

(Ed.), Advances in research on teaching (Vol. 7, pp. 49–73). Greenwich, CT: JAI Press.

22.

Ross

J. A.

Hogaboam-Gray

Hannay

(2001). Effects of teacher efficacy on computer skills and computer cognitions of Canadian students in grades K–3. Elementary School Journal, 102, 141–156.

23.

Tracz

F. C.

(1987). Marching band techniques in the music teacher education curriculum: A survey of high school band director needs and current university offerings and practices (Doctoral dissertation). Available from ProQuest Dissertations & Theses database. (UMI No. 8717740).

24.

Usher

E. L.

Pajares

(2009). Sources of self-efficacy in mathematics: A validation study. Contemporary Educational Psychology, 34, 89–101. doi:10.1016/j.cedpsych.2008.09.002

25.

Wagoner

C. L.

(2011). Defining and measuring music teacher identity: A study of self-efficacy and commitment among music teachers (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3457596)

26.

Wehr-Flowers

(2006). Differences between males and females in confidence, anxiety, and attitude towards learning jazz improvisation. Journal of Research in Music Education, 54, 337–349. doi:10.1177/002242940605400406

27.

West

(2014). Preparing middle school music teachers to teach jazz. Journal of Music Teacher Education, 23(2), 64–78. doi:10.1177/1057083713487077

28.

Woolfolk Hoy

Davis

H. A

. (2006). Teacher self-efficacy and its influence on the achievement of adolescents. In Pajares

Urdan

(Eds.), Self-efficacy beliefs of adolescents (pp. 117–137). Greenwich, CT: Information Age.

29.

Zelenak

M. S.

(2015). Measuring the sources of self-efficacy among secondary school music students. Journal of Research in Music Education, 62, 389–404. doi:10.1177/0022429414555018

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

0.01 MB

0.06 MB

0.11 MB

0.01 MB

0.02 MB