Factors shaping preschool music education in Türkiye: a mixed-methods study of preschool teachers’ self-efficacy and practicum experiences

This mixed-methods study investigated preschool preservice teachers’ self-efficacy beliefs regarding music education within Bandura’s social cognitive theory framework. Using a sequential explanatory design, quantitative data were collected from 100 preservice teachers through the Music Education Self-Efficacy Scale, followed by interviews and observations with 20 participants during their teaching practicum. Quantitative findings indicated moderate levels of music teaching self-efficacy, with female participants reporting significantly higher self-efficacy than males. No significant differences were found based on prior music education or instrument proficiency. Qualitative findings revealed that limited practical music training, distance education experiences, and beliefs about lacking musical talent contributed to lower self-efficacy, whereas prior instrument training and supportive experiences strengthened self-efficacy. Overall, the study concludes that the development of music teaching self-efficacy among preschool preservice teachers is influenced by the reciprocal interaction of personal, behavioural, and environmental factors. The study highlights the importance of practice-oriented music education and opportunities for mastery experiences in strengthening preservice teachers’ confidence and competence in teaching music.