Doherty, B. (2019). The role of content, pedagogical, and technological knowledge in explaining music teacher self-efficacy (Publication No. 13813724) [Doctoral dissertation, Manhattanville College]. ProQuest Dissertations & Theses Global.

Abstract:

“This quantitative study examined the self-efficacy of music teachers in each of the technological, pedagogical, and technological knowledge (M-TPACK) domains with a particular focus on their technological self-efficacy. Bauer’s (2013) M-TPACK questionnaire was used as its measurement tool and was sent to members of the National Association for Music Education. Overall, respondents reported high levels of self-efficacy when implementing technology in their instruction. In addition, this study revealed that music educators were discovering technology, as well as learning to use it, mostly during their own time and outside of school hours. This study further validated the factor structure of Bauer’s M-TPACK survey as it pertains to music teachers for the questions measuring each of the individual TPACK domains. Some additional findings include that male music educators may have greater self-efficacy in using technology in their instruction, and also that technology knowledge might potentially be even more important to the overall self-efficacy of music teachers than either content or pedagogical knowledge. A possible explanation for this could be that effective and appropriate use of technology may also increase student engagement, thus perpetuating a positive cycle of successful teaching and learning. The implications of this study also suggest that previous models of teacher self-efficacy, which did not include technological self-efficacy, may not be reflective of current-day music teachers. Further research is needed regarding technology as it used in the various areas of music education.”