The Effect of Teacher Role-Development Training on the Teaching Effectiveness, Motivation, and Confidence of Undergraduate Music Education Majors: A Preliminary Study

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Constance McKoy, Professor (Creator)
David Teachout, Associate Professor; Department Chair (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: The purpose of this study was to examine effects of teacher role development training on undergraduate music education majors’ teaching effectiveness, attributions for success and failure in music teaching, and confidence to continue pursuing a music teaching career. Participants (N = 18) included students who had received teacher role development training (n = 9) and students who had not received such training (n = 9). Participants completed the Concerns, Attributions, and Confidence Measure. Participants’ teaching effectiveness was determined using the Survey of Teaching Effectiveness. No significant differences were found between the two groups for any dependent variables; however, main effect differences were found among levels of concerns and among areas of attribution for success or failure in teaching.

Additional Information

Journal of Music Teacher Education, 20(1)
Language: English
Date: 2010
music teacher, training, career development, music education majors, role development training, occupational training, teacher effectiveness

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