Role Development Activities and Initial Teaching Performance

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
David Teachout, Associate Professor; Department Chair (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: This study's purpose was to examine the relationship between teacher role-development strength and the initial teaching performance of instrumental music student teachers. Subjects (N = 40) were asked to complete the Role Development Questionnaire (RDQ),a researcher-designed instrument for measuring one's commitment to the role of "music teacher." Initial teaching effectiveness was determined using the Survey of Teaching Effectiveness (STE) to evaluate subjects' videotaped teaching episodes that had occurred early in their practicum. No significant relationship existed between subjects' RDQ and STE scores. Additionally, no significant differences in role-development strength existed among those with differing levels of teaching performance.

Additional Information

Contributions to Music Education
Language: English
Date: 2002
music teachers, role development

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