The Relationship between Musical Aptitude, Self-efficacy and Achievement of Elementary School Pre-service Teachers

The primary purpose of this study was to examine the self-efficacy of pre-primary teachers for musical aptitude, such as pitch and rhythm, and to examine whether there is a significant change in self-efficacy through individual practice and instruction of Chorubungen exercises for eight weeks. Another purpose of the study was to examine the relationship between the musical experience and musicality of pre-service teachers, and their musical experience and achievement. To this end, a survey was conducted at the end of the semester for first-year students (56 males, 84 females) of a University of Education after regular individual practice in and guidance for eight weeks in the second semester of 2020. According to the results of the analysis, the positive self-efficacy of the pre-service teachers for pitch and rhythm before class participation was about 22.1% and 34.3% of the respondents, respectively, but after participating in the class, self-efficacy increased to 82.1% for pitch and 72.9% for rhythm. In comparison with the lower five variables, namely whether they learned an instrument among musical experiences (t-test) and the degree of singing (F test), pitch sensitivity (t=2.41, p<.05), rhythm sensitivity (t =1.98, p<.05), tempo sensitivity (t=2.79, p<.01), major scale, and major harmony pattern sensitivity (t=2.67, p<.01), all showed significant differences. In comparison to the achievement groups (chi-square test), differences between the achievement groups were measured based on whether they previously had experienced musical instruments (χ2=10.11, p<.01) and whether they had been active in a club (χ2=8.70, p<.05).