This study sought to explore the interrelationships between preschool teacher candidates’ self-efficacy in music teaching, their academic self-efficacy and their self-efficacy in preschool teaching. A review of the relevant literature was conducted, and Structural Equation Modeling was used to examine the relationships between variables. The study sample comprised 425 preschool teacher candidates. The findings indicated that academic self-efficacy significantly and positively predicted both preschool teaching self-efficacy and music teaching self-efficacy. Additionally, preschool teaching self-efficacy emerged as a significant positive predictor of music teaching self-efficacy. Notably, preschool teaching self-efficacy was identified as the strongest predictor of music teaching self-efficacy. Furthermore, preschool teaching self-efficacy was found to mediate the relationship between academic self-efficacy and music teaching self-efficacy. Theoretical implications suggest that the music teaching self-efficacy beliefs of preschool teacher candidates, who are also responsible for providing music education, are positively related to their academic self-efficacy and preschool teaching self-efficacy. However, further research is needed that addresses other variables with the potential to predict music teaching self-efficacy.

中文翻译：

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学龄前教师候选人音乐教学自我效能信念的结构方程模型：学术和学前教育自我效能感的作用


本研究旨在探讨学前教师候选人在音乐教学中的自我效能感、他们的学术自我效能感和他们在学前教育中的自我效能感之间的相互关系。对相关文献进行了回顾，并使用结构方程建模来检查变量之间的关系。研究样本包括 425 名学前教师候选人。结果表明，学术自我效能感显著正向地预测学前教育自我效能感和音乐教学自我效能感。此外，学前教育自我效能感成为音乐教学自我效能的重要正向预测因子。值得注意的是，学前教育自我效能感被确定为音乐教学自我效能感的最强预测因子。此外，学前教育自我效能感被发现在学术自我效能感与音乐教学自我效能感之间的关系之间起中介作用。理论意义表明，同时负责提供音乐教育的学前教师候选人的音乐教学自我效能信念与他们的学术自我效能感和学前教育自我效能感呈正相关。然而，需要进一步的研究来解决其他有可能预测音乐教学自我效能感的变量。