ISSN: 2222-6990
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Self-efficacy plays a crucial role in enhancing teachers' confidence and improving teaching effectiveness. Consequently, this serves as a key theoretical framework for supporting teachers' professional development. Although existing studies have explored music teachers’ self-efficacy, a standardized measurement scale tailored specifically to this domain remains to be developed. To address this gap, this study developed the Music Teacher Self-Efficacy Scale (MTSES). The development process was conducted in two phases, a pilot study and a formal study, incorporating item design, correlation analysis, Confirmatory Factor Analysis (CFA), and expert evaluation to ensure the scale’s reliability and validity. This study introduced an innovative assessment tool that integrates four key sources of self-efficacy: performance accomplishments, verbal persuasion, emotional arousal, and vicarious experiences. The scale achieved high reliability (Cronbach’s alpha = 0.972), making it a satisfactory instrument for evaluating teachers' self-efficacy. As the data for scale development were collected from three cities in China, this study also provided insights into the self-efficacy levels of music teachers across these regions. The MTSES contributes to evaluating teachers' self-efficacy in music instruction, helps educators assess their teaching effectiveness, identifies strengths and areas for improvement, and ultimately supports professional growth.
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