ArticleBehavioral sciences (Basel, Switzerland)2025
Teacher Support and Pre-Service Preschool Teachers' Piano Skill: The Chain Mediation Effects of Music Self-Efficacy and Learning Engagement.
Article in Behavioral sciences (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Piano proficiency is essential for pre-service preschool educators; nevertheless, numerous candidates begin teacher education programs with little prior experience, exhibiting poor self-efficacy and limited musical competencies required for effective teaching. This study seeks to examine the mechanism of how teacher support affects proficiency in piano skills among pre-service preschool educators. Four hundred thirty pre-service preschool teachers from a preschool teacher education program at a public normal university in Shanghai, China, completed the Teacher Support Questionnaire (MOCSE-TSQ), Attitudes Toward Musical Activities and Performance, and the Classroom Engagement Inventory in Music (CEI-M). The findings revealed a substantial positive link between teacher support and the proficiency in piano skills among pre-service preschool educators. Teacher support positively predicted piano ability levels via the chain-mediated effects of musical self-efficacy and learning engagement among pre-service preschool educators. The "Support-Feedback-Reflection" (SFR) cyclical development model was employed as an approach for improving the musical abilities of pre-service preschool teachers. These findings provide empirical information to guide curriculum development and pedagogical enhancements for piano courses targeting pre-service preschool educators.
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