High School Jazz Band Directors' Efficacious Sources, Self-Efficacy for Teaching Strategies, and Pedagogical Behaviors

Autor/in	Regier, Bradley J.
Titel	High School Jazz Band Directors' Efficacious Sources, Self-Efficacy for Teaching Strategies, and Pedagogical Behaviors
Quelle	In: Journal of Research in Music Education, 70 (2022) 1, S.92-108 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Regier, Bradley J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/00224294211024530
Schlagwörter	High School Teachers; Music Teachers; Music Education; Musical Instruments; Teacher Effectiveness; Self Efficacy; Teaching Styles; Predictor Variables; Undergraduate Study; Educational Attainment; Participation; Parent Teacher Cooperation; Parent Participation; Feedback (Response); Mentors; Informal Education; Faculty Development; Administrator Role; Teacher Collaboration; Teacher Characteristics; Institutional Characteristics; Teachers Sense of Efficacy Scale + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Music; Musiklehrer; Musikerziehung; Musikinstrument; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Lehrstil; Unterrichtsstil; Prädiktor; Grundstudium; Bildungsabschluss; Bildungsgut; Teilnahme; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elternmitwirkung; Informelle Bildung; Nichtformale Bildung; Lehrerkooperation
Abstract	The purpose of this study was to examine relationships between high school jazz band directors' efficacious sources, self-efficacy for teaching strategies, and pedagogical behaviors. Participants (N = 264) completed the Jazz Band Director Self-Efficacy for Teaching Strategies Scale and responded to items about their formal and informal learning experiences, school characteristics, and demographics. Parental support was the best predictor of participants' self-efficacy for jazz teaching strategies, followed by undergraduate participation in jazz performance and improvisation courses, school enrollment, and completing a doctorate or master's degree. Participants with greater scores on self-efficacy for teaching strategies also indicted greater comfort for teaching various styles commonly performed by high school jazz bands and dedicated more class time to teaching improvisation and jazz theory. Jazz directors may improve their self-efficacy for teaching strategies by developing parental trust and engagement with the jazz program and seeking feedback from effective mentors when refining jazz teaching strategies. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01