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DEVELOPMENT AND
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considerably contributes to the work
in many fields. Prof. Dr. Hatice BEKİR
This book contains current trends in PhD. Vedat BAYRAKTAR
preschool education in line with the Res. Asst. Şerife Nur KARAÇELİK
developments in the scientific world.
Special thanks to the authors who
contributed to this book with their
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research.
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Y

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MY

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Res. Asst. Şerife Nur KARAÇELİK

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PhD. Vedat BAYRAKTAR

Prof. Dr. Hatice BEKİR
Editors
ISBN: 978-625-7845-80-9

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Development and Education Studies

EDITORS
Prof. Dr. Hatice BEKİR
PhD. Vedat BAYRAKTAR
Res. Asst. Şerife Nur KARAÇELİK
Hiperyayın 709
Research- Review

Editors
Prof. Dr. Hatice BEKİR- PhD. Vedat BAYRAKTAR- Res. Asst. Şerife Nur KARAÇELİK

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Vedat BAYRAKTAR- Res. Asst. Şerife Nur KARAÇELİK. This book or any portion thereof
may not be reproduced or copied in any manner whatsoever, electronic, mechanic or photo-
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Istanbul: Hiperyayın, 2020.
449 p.; 21 cm. — (Hiperyayın Research-Review; 709)
Includes bibliographical references.
ISBN: 978-625-7845-80-9 (pbk)
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ABOUT THE EDITORS
Hatice BEKİR

Gazi University Faculty of Gazi Educaiton Ankara, Turkey

hsimsekbekir@gmail.com
Has been working at Gazi University, Gazi Faculty of Education,
Department of Primary Education, Division of Preschool
Education as an instructor. She has studies on Child Development
and Education.

Vedat BAYRAKTAR

Gazi University Faculty of Gazi Educaiton Ankara, Turkey

vbayraktar@gazi.edu.tr
Has been working at Gazi University, Gazi Faculty of Education,
Department of Primary Education, Division of Preschool
Education as an instructor. He has studies on Preschool Education,
Family Participation, Preparation for Reading and Writing, and
Children’s Literature.

Şerife Nur KARAÇELİK

Gazi University Faculty of Gazi Educaiton Ankara, Turkey

karaceliknur@gmail.com
Has been working at Gazi University, Gazi Faculty of Education,
Department of Primary Education, Division of Preschool Education
as a research assistant. She has studies on Sibling Relationship and
Language Development.
 REFEREE BOARD
Prof. Dr. Belma TUĞRUL İstanbul Aydın University
Prof. Dr. Yıldız GÜVEN Maltepe University
Fatih Sultan Mehmet Vakıf
Prof. Dr. Serdal SEVEN
University
Prof. Dr. Arzu YÜKSELEN İstanbul Medipol University
Prof. Dr. Bülent YILMAZ Hacettepe University
Prof. Dr. Mustafa Hilmi BULUT Sivas Cumhuriyet University
Prof. Dr. Hakan AKÇAY Yıldız Teknik University
Prof. Dr. Cengiz ŞENGÜL Akdeniz University
Assoc. Prof. Dr. Yunus GÜNİNDİ Aksaray University
Assoc. Prof. Dr. Oğuz Serdar KESİCİOĞLU Giresun University
Assoc. Prof. Dr. Ramazan SAK Van Yüzüncü Yıl University
Assoc. Prof. Dr. Engin GÜRPINAR İnönü University
Assoc. Prof. Dr. Halil TURGUT Sinop University
Assoc. Prof. Dr. Özlem YURT Trabzon University
Asst. Prof. Dr. Rahime Filiz AĞMAZ Necmettin Erbakan University
Asst. Prof. Dr. Belgin PARLAKYILDIZ Uluslararası Kıbrıs University
Asst. Prof. Dr. Cansu TUTKUN Bayburt University
Asst. Prof. Dr. Rıdvan KARABULUT Kırşehir Ahi Evran University
Asst. Prof. Dr. Tuba ÖZGÜVEN ŞEKER Uşak University
Erzincan Binali Yıldırım
Asst. Prof. Dr. Levent ÜNLÜ
University
 CONTENTS
Using Storybooks to Support Young Children’s Mathematics
Learning at School and Home.................................................................... 9
Ayşegül AKINCI COŞGUN-Michele L. STITES
Susan SONNENSCHEIN

Children’s Libraries.................................................................................... 27
Beyza ÖZEN DEVECİ-Neriman ARAL

Investigation of Family Climates According to Parents’ Family

Communication Patterns.......................................................................... 57
Fatma TEZEL ŞAHİN-Zeynep Nur AYDIN KILIÇ-Aslı BALCI

Children with Special Needs and Family Education........................... 75

Figen GÜRSOY-Fatih AYDOĞDU- Burçin AYSU

Mathematics Education in Early Childhood: What is early mathematics,

why is it important, how is it acquired?..................................................97
Hülya TOKUÇ-Neriman ARAL

Bibliometric Analysis of the Early Childhood Education Journal..............128

Özgün UYANIK AKTULUN

Peer Relationship and Social Loneliness in Young Children............. 157

Zeliha YAZICI

Analysing the Format and Content Features of Children’s Magazines..... 172

Nihan FEYMAN GÖK- Hilal KORKMAZ

Assessment of the Learning Outcomes Related to Turkish Music in the

Secondary Education Music Curriculum.............................................196
Murat Kamil İNANICI

Education of Love: An Overview of Children’s Picture Books ...............217

Derya ATABEY
Reflection of Mother-Infant Interaction on the Social and Emotional
Development of the Child ......................................................................241
İsa KAYA

The Influence of Parental Involvement in Home-Based Science Learning

Activities on Secondary School Students’ Achievements and Learning
Processes ................................................................................................... 261
Murat ISBARALI-Ataman KARAÇÖP- Tufan İNALTEKİN

Analyzing Parents’ Opinions of 36-72 Monthly Children’s Video

Viewing Situations...................................................................................302
Emine BOZKURT-Nafia Kübra KARAKAYA

Preschool Student Teachers’ Perceptions of Global Problems: A Mixed

Methods Study..........................................................................................322
Nur AKCANCA

Investigation of Preschool Teacher Candidates’ Music Teaching Self-

Efficacy Levels According to Various Variables..................................349
Onur ZAHAL-Hüseyin YILMAZ-Şerif GAYRETLİ

Emotional Availability Within the Context of Social Interaction...............367

Hakan ŞAHİN-Serdal SEVEN

Foreign Language Teaching in Early Childhood................................ 381

Fatma Nur YEĞENOĞLU-Şerife Nur KARAÇELİK
Hatice BEKİR

Media Literacy Levels and Emotional Intelligence of Candidate

Preschool Teachers .................................................................................. 415
Bilal MACUN-Büşra KOÇAK MACUN- İlkay ULUTAŞ

Self-Regulation Skills of Gifted Children in Preschool Period.........438

Özlem ÇEREZCİ-H. Elif DAĞLIOĞLU
Investigation of Preschool Teacher Candidates’ Music
Teaching Self-Efficacy Levels According to Various
Variables1

Onur ZAHAL2
Hüseyin YILMAZ3
Şerif GAYRETLİ4

Abstract
In this study, it was aimed to examine the pre-school teachers’
self-efficacy levels according to gender, class level, academic grade
scores, high school graduate level, and instrument playing variables
of music teaching self-efficacy levels. In the 2018-2019 academic
year, a total of 103 pre-school teachers, 80 of whom were females
and 23 were male teachers, attended the 2nd, 3rd and 4th grades of
Kafkas University Faculty of Education Department of Preschool
Education. As a data collection tool; “Personal Information
Form” and “Self-Efficacy Scale for Teaching Music” developed
by Özmenteş (2011) were used. In the analysis of the data, anova
and t test were applied with arithmetic mean, standard deviation,
frequency (f) and percentage (%) values. Cohen’s d formula was
applied to determine the effect size of music teaching self-efficacy.

1 “This article is the final version of the paper titled“ Investigation of Preschool Teacher
Candidates’ Self-Efficacy Levels of Preschool Teacher Candidates ”presented at the
1st International SANAD Congress held in Istanbul between December 12-14, 2019
and its summary was published in the summary book”
2 Assoc. Prof. Dr., Inonu University, Faculty of Education, Department of Fine Arts
Education, Music Education Department, Malatya, Turkey, e-mail: onur.zahal@
inonu.edu.tr, https://orcid.org/0000-0003-0702-9159
3 Res. Asst., Kafkas University, Faculty of Education, Department of Fine Arts
Education, Music Education Department, Kars -Turkey, e-mail: arya36zh@gmail.tr, ,
https://orcid.org/0000-0001-8481-755X
4 Lecturer., Dicle University, State Conservatory, Department of Basic Sciences,
Diyarbakir, Turkey, email: serif.gayretli@dicle.edu.tr, https://orcid.org/0000-0002-
4517-8561
350 Development and Education Studies

As a result of preschool teacher candidates in music education

research gender, class, graduated high school type, academic grade
point average and self-efficacy a significant difference was not found.
There was a significant difference between only the musical
instrument status and self-efficacy level, and the self-efficacy levels
of those who performed the instrument were higher than those
who did not.
Keywords: Preschool, Teacher Candidate, Self-Efficacy, Music,
Music Education

1. Introduction
One of the most important aspects that distinguish man from
other beings is that he realizes that he has learned. As one learns, one
understands the difference of himself and gains power and virtue.
This event makes learning an indispensable and most valuable part
of one’s life. Therefore, whatever and where humans have been
learning for centuries, he has endless respect for those resources.
Knowledge has always been important within the framework of
science, civilization, values, and in every sense, this value directed
to learning (http://oygm.meb.gov.tr, 01.09.2019).
Being a modern and equal society is to educate people who can
express themselves, questions, criticize and research comfortably.
The training of individuals with these qualifications is related to
education. The first stage of education is pre-school education,
where the infrastructure of the features that will be brought to
society is created (Yıldırım, 2007: 1).
Individuals are not born with the information and requirements
they need to sustain their lives. For this reason, it is important to
have education, environments, physical, social, emotional and
linguistic development of the individual, in which they can have
new experiences and be supported (Yıldırım, 2011: 1).
Having an equipped teacher is a very important factor in the
formation of this educational environment. Kindergarten teachers
 Onur ZAHAL•Hüseyin YILMAZ•Şerif GAYRETLİ 351

mostly make music activities in private and public institutions in

pre-school education.
“Teacher characteristics are one of the main determinants that
affect the quality of preschool education and the development
of the child. Children discover only in supportive environments
where they are valued, are sure they are loved and feel safe and
evaluate the learning opportunities offered” (MEB, 2013: 13).
The quality of the teacher, his/her love of music, control of the
subject, vocabulary knowledge, music theory, method of music
teaching, and rhythmic dimension are among the important
factors in preschool education.
Equipped teachers should be in charge of organizing and
implementing pre-school education areas. This situation
covers all areas of development of children. In this period, it is
important to provide music education according to the musical
maturity characteristics of the children in terms of supporting
all development areas. This happens with a good education
curriculum and with equipped preschool teachers, who recognize
the musical development characteristics of children. The music
education that pre-school teachers and prospective teachers
receive in undergraduate education is important in terms of how
competently they are raised in terms of music and how qualified
they consider themselves (Yıldız, 2018: 1).
The extent to which teachers perceive themselves in the education
they receive during the undergraduate period is proportional
to the education they receive. For this purpose, self-efficacy in
teacher candidates is very important in the case of having sufficient
equipment in the field where he / she received education and in the
field where he / she will be educating.
Early child music activities include listening to and
distinguishing sound and music, rhythm, breath, singing, playing
instrument, creative dance, movement with music, musical play,
etc. studies are included. Sound listening and sound discrimination
practices enable children to get to know themselves and their
352 Development and Education Studies

surroundings well and to develop their attention and listening skills

well. Exercises to recognize and feel sounds can be done. Anything
that has a sound can be listened, and the sections and directions of
the sound, the differences and similarities between the voices can
be discovered as children studies (Yılmaz Bolat, 2017: 2076).
It is important for preschool teachers to have basic music and
music education knowledge in order to improve their musical
development and music teaching skills listed above during their
undergraduate education. Below are the definitions of music and
music education;
Music supports the development of cognitive, affective
and psychomotor skills in preschool children. Therefore, the
competence of music and music education in teachers should
contribute to the development of children in all aspects from a
professional perspective. Music can be expressed by everyone
with different definitions. It is an indispensable tool of human
communication. In more different definitions;
Music is a branch of well known art that is loved and welcomed
by individuals. The tunes that we can hear in every field we are in,
are an indication that music has an indispensable place in our lives
(Yılmaz & Şen, 2016: 1493).
Music is the expression of the person’s emotions, feelings and
experiences accompanied by sound and silent instruments. Music
is a rhythm that provides the opportunity and comfort to express
itself well psychologically and spiritually, and a psychiatric that can
be said without rhythm. In every definition made for music, it is a
good decision to look at it with its educational dimension.
Music education; adapting to the mental and physical health
through musical activities selected according to the individual’s
psychosocial and cultural development; Raising awareness in
educational environments organized in cognitive, affective
and psychomotor domains and maintained with a systematic
application; It is a discipline that is planned-programmed and
given within the scope of lifelong learning (Saraç, 2016: 6).
 Onur ZAHAL•Hüseyin YILMAZ•Şerif GAYRETLİ 353

As can be understood from these definitions, teachers need

to be aware of their self-efficacy levels in order to be successful in
music and music education. Self-efficacy is about how much one
sees himself in the field where he will work.
Self-efficacy is one’s own state of the person’s capacity to
organize and successfully perform the activities necessary to show
a different success (Senemoğlu, 2005).
In the relation of music education and self-efficacy, Bayrakçı
(2019, p. 14) “Self-efficacy is a concept that affects the success rate
of the individual in every aspect of his life. It is thought that self-
efficacy perception, which is a measurable concept, is important
for student success in measuring music institutions in terms of
revealing individual differences.” Expressed as.
The concept of self-efficacy developed by Bandura and
individuals’ self-confidence in their respective fields to actively
use their talents are among the priorities of social learning theory.
In other words, self-efficacy is the state of having the skills and
abilities required to do anything (Kurbanoğlu, 2004: 138 Akt.
Öztutkan, 2017: 48).
According to Bandura, there are two different self-efficacy,
these can be divided into challenging and academic. Struggling
self-efficacy; While expressing it as “performance in tackling
potential difficulties”, another academic self-efficacy is “the ability
to do perceived behavior to demonstrate behavior in a certain area”
(Kaleli, 2016: 18).
According to the definition of Snyder and Lopez (2002), the
concept of self-efficacy; “It is not a perceived and observed skill,
it is not a kind of ability, self-efficacy belief is not the aim of the
behavior to achieve a goal, it is not a motivation, it is not the same
concept as the self-concept”. In other words, self-efficacy is “an
individual’s ability to compare performance with his own capacity
and take action according to the situation. It is his belief about
himself how he can be successful in the difficulties the individual
faces ”(Korkmaz, 2009: 229).
354 Development and Education Studies

Afacan (2008, p. 2) shows that there is a direct relationship

between teachers’ competence in music teaching and student
success; It is thought that teachers who realize their abilities and
believe that they can teach music develop their different methods
in music activities and students’ desire to learn music increases. On
the other hand, he stated that there is a relationship between the
success of the teachers who loved by their students, who teaches the
music as if they are playing, and teachers’ self-confidence.
There are many studies in preschool music education and
other fields in the literature. Self-efficacy levels, perceptions of
teachers and prospective teachers (Kanbayak, Yıldırım, Ateş, 2016,
Otacıoğlu, 2016), motivations, attitudes, (Akman, Erkan & Üstün,
2008, Çakır, Kan & Sünbül, 2006) Üstünoğlu, 1990, Ada & Baysal,
2013), many subjects such as their competencies (Senemoğlu, 2001,
Karakaş, 2002) have been investigated. Self-efficacy levels of teachers
in music teaching; It shows many important developments in the
child such as self-confidence, well-being, empathy (emotionality)
and discipline.

1.1. Problem Status

In this study, on the question of whether there was a significant
difference in the self-efficacy levels of preschool teacher candidates
in the undergraduate education program in the early childhood
period, it was based on this research and determining the result
of pre-school teacher candidates’ music teaching self-efficacy levels
constituted the problem situation.
Based on this information, the following questions are prepared
as the following sub-problem.
• What are the teacher candidates’ self-efficacy levels for teach-
ing music?
• Do the pre-service teachers’ self-efficacy levels for music ac-
tivities differ according to their gender?
• Do the pre-service teachers’ self-efficacy levels for music ac-
 Onur ZAHAL•Hüseyin YILMAZ•Şerif GAYRETLİ 355

tivities differ according to their class levels?

• Do the pre-service teachers’ self-efficacy levels for music ac-
tivities differ according to the high school they graduated
from?
• Do the pre-service teachers’ self-efficacy levels differ accord-
ing to their academic averages?
• Do the teacher candidates’ self-efficacy levels for musical ac-
tivities differ according to their instrument playing status?

2. Method
2.1. Research model-pattern
This research is a descriptive study. General screening model
was used to determine the self-efficacy levels of students. Scanning
model; is a research model that aims to describe a situation that has
existed in the past or still without making any changes (Karasar,
2002). Since music teaching is examined according to gender,
class level, academic grade points, graduated high school type and
instrument playing variables of self-efficacy levels, it displays causal
comparison patterns in the research. Causal comparison is a study
to determine the causes of an emerging event, the parameters that
may affect these causes and the results of the impact (Büyüköztürk
et al., 2010, 238).

2.2. Working group

The study group of this research consists of the 2nd, 3rd and 4th
year students studying at Kafkas University Faculty of Education
Preschool Education Department in 2018-2019.

2.3. Data collecting

In this study, a scale form was used to examine pre-service
teachers’ self-efficacy levels in music teaching, this scale form
consists of two parts. Internet, thesis, article and book field search
356 Development and Education Studies

was done on the subject. The first part of this form is the gender, class,
the type of high school they graduated, the pre-university music
education status, the academic grade averages, the music course
achievement grades, and the second part, the “Self-efficacy for Music
Education Scale” developed by Özmenteş (2011) was used. The items
in the scale were prepared according to the Likert-type five-point
grading category and were; definitely Agree: 5 points, Agree: 4 points,
Less Agree: 3 points, Disagree: 2 points, Strictly Disagree: 1 point.
The Cronbach Alpha reliability coefficient of the Self-Efficacy Scale
for Music Teaching conducted by Özmenteş was calculated as .924.
In addition, the two half reliability of the scale was calculated by the
Spearman Brown method and was found as r: .895.

2.4. Data Analysis

In the research obtained, frequency, percentage values, arithmetic
mean and standard deviation were used. The data analysis of the
research was conducted in order to limit the significance of gender,
class and playing instrument, independent groups t test and one-way
analysis of variance (ANOVA) to determine its significance according
to grade level and high school type. The effect size is the statistical value
that shows the level of deviation from the expectations defined in the
absence assumption in the conducted studies (Cohen, 1988). Cohen’s
d; It is one of the values ​​frequently used in studies investigating the
differences between the two groups (Cohen, 1988; Özsoy & Özsoy,
2013; Yıldırım & Yıldırım, 2011). The effect size (cohen’s d) values​​
determined by Cohen were determined as 0.20 for low effect, 0.50 for
medium effect and 0.80 for high effect in the analysis method using t
test (Cohen, 1988).

3. Findings
In this section, findings and comments related to the self-efficacy
levels of pre-school pre-service teachers about music teaching were
made in line with the sub-objectives of the research.
 Onur ZAHAL•Hüseyin YILMAZ•Şerif GAYRETLİ 357

In the first sub-problem sentence, descriptive statistics of pre-

school teachers’ self-efficacy levels for teaching music are given in
Table 1.

Table 1. Results of Descriptive Statistics of Preschool Teachers’ Self-

Efficacy Levels for Music Teaching
Number of n x̄ ss Minimum Maximum
Questions Score Score
Music Teaching 23 103 74.93 14.56 38 106
Self-Efficacy
Scale

In Table 1, the arithmetic average of the self-efficacy levels of

preschool teacher candidates for music teaching is 74.93. At the
same time, the scores obtained from the self-efficacy scale for
music teaching vary between the lowest 38 and the highest 106. It
can be said that the self-efficacy levels of music teacher candidates
for music teaching are as high as possible when the interval values​​
given in the analysis of the data are taken into consideration.
In the second sub-problem, the t-test results according to
the gender of self-efficacy perceptions of pre-school pre-service
teachers about music activities are shown in Table 2.
Table 2. T-Test Results of Self-efficacy Levels for Music Activities
According to Gender
Gender n x̄ ss sd t p

Male 23 74.26 16.28 101 .250 .803

Female 80 75.12 14.13

Self-efficacy levels of preschool teacher candidates for music

activities do not show a significant difference according to gender,
t (101) = -, 250, p <.803. Self-efficacy perceptions of female teacher
candidates towards music activities (x̄ = 75.12) are similar to male
teacher candidates (x̄ = 74.26). This finding can be interpreted
as that there is no significant relationship between pre-service
358 Development and Education Studies

teachers’ self-efficacy perceptions about music activities and their

gender.
In the third sub-problem, the descriptive statistics of the self-
efficacy levels and the self-efficacy levels according to the grade
levels of the preschool teacher candidates self-efficacy levels
(ANOVA) results are shown in Table 3 and Table 3.1.
Table 3. Descriptive Statistics of the Self-Efficacy Scale
Grade n x̄ ss

2. Grade 39 74,02 14,62

3. Grade 12 76,00 16,80

4. Grade 52 75,36 14,23

Table 3.1 One-Way Variance (ANOVA) Analysis Results of Preschool

Teachers’ Self-Efficacy Perceptions About Music Activities
Sourceof Sumof Squares Average Significant
Varience Squares Difference
sd F p
Between G. 55,492 2 ,129 ,879 N/A

27,746

Inside G. 21571,032 100

215,710
Total 21626,524 102

When Table 3.1 is analyzed, it is seen that pre-school candidates’

self-efficacy levels for music teaching do not differ significantly
from their grade levels (F (2-100) =, 876; p> .05).
In the fourth sub problem sentence, the descriptive statistics and
one-way analysis of variance (ANOVA) results of the self-efficacy
levels for music activities according to the type of high school they
graduated from are shown in tables 4 and 4.1.
 Onur ZAHAL•Hüseyin YILMAZ•Şerif GAYRETLİ 359

Table 4. Descriptive Statistics of the Self-Efficacy Scale

School Type n x̄ ss
General 18 77,61 11,78
Vocational 25 80,00 15,61
Anatolian 49 72,26 14,98

Other 11 73,63 19,28

Table 4.1 One-Way Variance Analysis (ANOVA) Results of Preschool

Teacher Candidates’ Self-Efficacy Levels Regarding Music Activities
Source of Sum of Squares S i g n i f i c a nt
Variance Squares Mean Difference
sd F p
Between G. 1129,490 3 1,641 ,18 N/A

376,497

Inside G. 22712,374 99

229,418
Total 23841,864 102

The results of the analysis show that the pre-service teachers’

self-efficacy levels for music activities do not differ significantly
from the type of high school they graduated from, F (2, 99) = 1.641,
P <18. In other words, pre-school teachers’ self-efficacy levels do
not change significantly according to the type of high school they
graduate. According to the results of the Scheffe test in order to
find out which are the differences according to the type of high
school they graduated, the general (x̄ = 77.61) and vocational (x̄ =
80.00) self-efficacy levels of the students studying in high school
type are Anatolian (x̄ = 72.26) and other ( x̄ = 73.63) was found to
be more positive than those studying in high school types.
In the fifth sub-problem sentence, the results of descriptive
statistics and one-way analysis of variance (ANOVA) according to
the academic grade averages of the self-efficacy levels of pre-service
teachers for music activities are shown in tables 5 and 5.1.
360 Development and Education Studies

Table 5. Descriptive Statistics of the Self-Efficacy Scale

Academic Grade n x̄ ss

AA 88 75,90 14,11

BA 6 61,66 9,91

BB 6 75,83 29,13

CB 3 81,00 16,09

The results of the analysis show that F (2, 99) = 1,820, P <14,
there is no significant difference in the self-efficacy levels of pre-
service pre-service teachers according to their academic grade
averages.
Table 5.1 One-Way Variance (ANOVA) Results of Preschool Teacher
Candidates According to Academic Grade Averages of Self-Efficacy
Levels for Music Teaching
Source of Sum of Mean Square Significant
Variance Squares Diference
sd F p
Between G. 1146,425 3 1,820 ,14 N/A

415,475

Inside G. 22595,439 99

228,237
Total 23841,864 102

In the sixth sub-problem sentence, the t-test results according

to the self-efficacy levels of the music activities according to the
musical status of pre-school teachers are shown in Table 6.
Table 6. T-Test Results According to Instrument Playing Status of
Self-efficacy Levels for Music Activities
Playing n x̄ ss sd t p Cohen’s d
Instrument
Yes 16 86,25 13.75 101 3.28 .001* .92
 Onur ZAHAL•Hüseyin YILMAZ•Şerif GAYRETLİ 361

No 87 73,19 14.74

P<0,05*

The self-efficacy levels of pre-school teacher candidates for music

activities differ significantly according to their musical instrument
status, t (101) = 3.28, p <.01. Self-efficacy perceptions (x aday =
86.25) of the musicians who play instruments are more positive
than those of the candidates who do not play the instrument (x̄
= 73.19). In addition, it has been observed that the effect level of
the musical instrument playing to the self-efficacy levels is high
(Cohen’s d = .92> .80).

4. Conclusion, Discussion and Suggestion

In the study, first of all, the pre-school teachers’ self-efficacy
levels for music teaching were examined. It can be said that pre-
school teacher candidates’ self-efficacy levels for teaching music are
suffıcıent statistically. The fact that music education in language
programs is aimed at teaching profession can be thought to affect
the self-efficacy levels of pre-school candidates in a good way.
When we look at the different studies on self-efficacy for music
teaching, studies are similar and finds that self-efficacy at a high
level in music teaching (Kürücü, 2019; Temiz, 2017; Yokuş, 2014;
Çevik, 2011, Büyükyıldırım, 2018, Yılmaz Bolat, 2017). It can be
said that these results are consistent with the study.
When the pre-service teachers’ self-efficacy levels for teaching
music are analyzed according to their gender, it is seen that they
do not differ significantly. In this result, the pre-service teachers’
self-efficacy levels towards music teaching may not be considered
as a significant difference in terms of gender during undergraduate
education. In the studies conducted, there are studies (Kürücü,
2019; Astan, 2017; Temiz, 2017; Yokuş, 2014, Uzunoğlu Yegül, 2014)
in the studies carried out that self-efficacy levels do not differ by
gender. However, in some studies, Koç and Sak (2017) stated that
362 Development and Education Studies

self-efficacy beliefs in their study; It is concluded that there is a

meaningful difference according to their gender. Eren and Engür
(2019) found a meaningful result by gender. Koca (2016) turned out
to find meaningful difference according to their gender.
In the study, it has been observed that pre-service teachers’ self-
efficacy levels for teaching music do not differ significantly from
the high school they graduated from. Astan (2017), Alabay (2006),
Kürücü (2019), Koca (2016) showed that the self-efficacy of teacher
candidates did not differ according to the type of high school they
were graduated.
It is seen that pre-service teachers’ self-efficacy levels for music
teaching do not differ significantly according to their class levels.
As a result of the studies (Yokuş, 2014; Temiz, 2017; Yıldız, 2014
& Astan, 2017), it is seen that there is no significant difference
according to the grade level.
It has been seen that there is no significant difference between pre-
service teachers’ self-efficacy levels and academic marks on music
activities. In another sub-problem sentence analyzed, when the pre-
school teacher candidates’ self-efficacy levels for music activities
are analyzed, they show a significant difference according to their
musical instrument status. It can be said that the self-efficacy levels
of the musical instrument candidates are more positive than those
of the candidates who do not play instruments. The suggestions to
be given in the results of the research can be as follows:
In the research, it can be suggested that pre-school teacher
candidates must play the instrument based on the conclusion that
playing the instrument increases the self-efficacy level for music
teaching. At the same time, when looking at the effect sizes of
the self-efficacy level for music teaching, it was seen that playing
the instrument affects the self-efficacy at a high level (Cohen’s d>
.80). Preschool teachers can be given various instrument courses
and seminars on music education. Preschool teacher candidates
may be offered musical children’s games, songs and materials
and instrument courses for teaching music. Koca (2016) stated
 Onur ZAHAL•Hüseyin YILMAZ•Şerif GAYRETLİ 363

that teacher candidates’ deficiencies towards self-efficacy can

be determined by doing music studies and precautions can be
taken before onboarding. According to this interpretation, the
importance of courses such as music education and instrument
education can be emphasized in preschool teacher candidates by
proposing to provide periodic in-service trainings.

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