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<p>Music plays a vital role in early childhood education, fostering creativity, structuring daily routines, and integrating curricular themes. However, kindergarten teachers, as generalists, often lack the confidence and training to effectively implement music activities in their classrooms. This study investigates the factors influencing kindergarten teachers’ confidence in leading music activities. The study asks two research questions: (1) To what extent do teaching experience and instrumental learning backgrounds influence kindergarten teachers’ confidence in music instruction? (2) How do enhanced pedagogical teaching skills contribute to teachers’ confidence and ability to facilitate music activities? To address two research questions, the study employed a mixed-methods design. A total of 35 in-service kindergarten teachers enrolled in a 30&#xa0;h musicianship course participated in the quantitative phase by completing a questionnaire. This was followed by semi-structured interviews with 10 selected participants. The study found that neither teaching experience nor prior instrumental learning significantly predicted confidence in music instruction. Instead, enhanced teaching skills were found to have a positive impact on teachers’ music instruction and their ability to adapt to institutional context and challenges. This research suggests that teacher preparation programmes should shift focus from musical proficiency as the primary indicator of readiness to emphasising pedagogical adaptability.</p>

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Confidence in Music Teaching: The Impact of Instrumental Training, Teaching Experience, and Pedagogical Skills on Early Childhood Educators

  • 期刊论文

  • 发表日期：

    2025年8月25日

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  • Siu-Hang Kong

摘要

Music plays a vital role in early childhood education, fostering creativity, structuring daily routines, and integrating curricular themes. However, kindergarten teachers, as generalists, often lack the confidence and training to effectively implement music activities in their classrooms. This study investigates the factors influencing kindergarten teachers’ confidence in leading music activities. The study asks two research questions: (1) To what extent do teaching experience and instrumental learning backgrounds influence kindergarten teachers’ confidence in music instruction? (2) How do enhanced pedagogical teaching skills contribute to teachers’ confidence and ability to facilitate music activities? To address two research questions, the study employed a mixed-methods design. A total of 35 in-service kindergarten teachers enrolled in a 30 h musicianship course participated in the quantitative phase by completing a questionnaire. This was followed by semi-structured interviews with 10 selected participants. The study found that neither teaching experience nor prior instrumental learning significantly predicted confidence in music instruction. Instead, enhanced teaching skills were found to have a positive impact on teachers’ music instruction and their ability to adapt to institutional context and challenges. This research suggests that teacher preparation programmes should shift focus from musical proficiency as the primary indicator of readiness to emphasising pedagogical adaptability.