Self-Efficacy of Preschool Teachers in Content Knowledge and Pedagogical Content Knowledge for Implementing Musical Play
Bibliographic Data
| ID | 17575540 |
|---|---|
| Authors | Fanny Ming-Yan Chung (0000-0003-3267-2795, Hong Kong Baptist University (HKBU), China, corresponding author), Yan Lam Ho (0000-0002-8625-9106, The Education University of Hong Kong (EdUHK), China) |
| Year | 2026 |
| Publication date | 2026-01-07 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Music Education (JOURNAL) |
| Journal identifiers | ISSN: 0255-7614 • E-ISSN: 1744-795X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/02557614251412644 |
| OpenAlex | W7118728637 |
| Language | EN |
| Citations received | 2 |
| References cited | 46 |
Studies indicate that musical play enhances children’s musical and overall development. In Hong Kong, “play” has been officially recommended as the focus of the preschool curriculum, advocating for musical play in music education. Utilizing Bandura’s self-efficacy theory, this study examined self-efficacy beliefs among Hong Kong preschool teachers regarding their content knowledge and pedagogical content knowledge for implementing musical play. It also investigates the impact of factors such as prior musical experience, years of teaching, and age on teachers’ self-efficacy in this context. A survey was conducted among 438 teachers, and the data was analyzed using descriptive statistics, independent sample t -tests, linear regression analysis, and Spearman’s correlation analysis. The results demonstrate that teachers had only moderate self-efficacy in implementing musical play, with their self-efficacy regarding content knowledge being relatively lower than that regarding pedagogical content knowledge. Participants who learned a musical instrument reported significantly higher self-efficacy beliefs when implementing musical play. In contrast to studies that highlight the significance of teaching experience in self-efficacy formation, the findings indicate that years of teaching experience do not significantly predict teachers’ self-efficacy in musical play. This study concludes with suggestions for targeted music teacher training to address teachers’ context-specific needs in implementing musical play
Music education · Musical · Musical Development · Musical instrument · New Interfaces for Musical Expression · Diverse Music Education Insights · Early Childhood Education and Development · Neuroscience and Music Perception
Music and Play in Early Childhood Education
Making Sense of Factor Analysis
A Continuum of Play-Based Learning
Self-efficacy as a predictor of commitment to the teaching profession
Toward a Psychology of Human Agency
Comparison of Convenience Sampling and Purposive Sampling
Quality Assessors’ Feedback and Recommendations on Music Education in Hong Kong Kindergartens
Sources of self-efficacy in class and studio music lessons
Preservice music teachers’ self-efficacy and concerns before and during student teaching
The effective music teacher
A climate for self-efficacy
Musical play in the early years
Coefficient alpha and the internal structure of tests
Teacher efficacy
Utilising technology as a transmission strategy in intangible cultural heritage
Musical play and self-regulation
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |