Self-efficacy is a construct originated by Albert Bandura to describe an individual's belief in his or her own capabilities. High levels of self-efficacy in teachers may have a positive impact on student achievement. Teaching efficacy refers to a belief in the power of teaching, while personal efficacy refers to one's perceived ability to influence classroom events. This study compared (a) preservice string teachers' changing levels of self-efficacy, (b) self-ratings of videotaped teaching episodes and (c) ratings by experienced educators.
Eighteen preservice string teachers worked in a lab setting that combined practicum experience while providing music lessons to community children. Their levels of self-efficacy were assessed with the Teacher Efficacy Scale three times during two semesters. The preservice teachers were videotaped three times during the study. The videotapes were evaluated by both the preservice teachers and experienced educators by means of a Music Teaching Observation Form.
Marginal proportions of personal efficacy declined slightly while teaching efficacy increased slightly. The items related to persistence remained stable and high throughout the study. In addition, preservice teachers believed their teacher training program had given them the skills to be effective.
There were changes in ratings of teaching effectiveness by both preservice teachers and experienced educators. Items that were statistically significant indicated improvement in teaching skills. In a comparison of the preservice teachers and the experienced educators, only 25% of the items had significant differences, with preservice teachers rating themselves somewhat lower than experienced educators.
There was a significant positive correlation between preservice teachers' self-ratings of teaching effectiveness and self-efficacy for the second and third assessments. The mean data indicated that self-ratings of teaching effectiveness increased somewhat while overall levels of self-efficacy decreased slightly. Self-efficacy of the preservice teachers and ratings of teaching effectiveness by experi-enced educators were correlated in the first assessment. Experienced educators rated the second and third videotaped episodes of teaching substantially higher.
Opportunities to practice effective teaching behaviors and regular self-assessment are recommended for music teacher education. Comparing teacher efficacy and student achievement is recommended for future research.