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A Study of Teacher Self-efficacy and Teaching Behavior of Music Teachers Selected from New Taipei City’s Hakkanese Folk Song Competitions
Hakkanese folk song competitions
Hakkanese folk song teaching
The objective of this research is to investigate teacher self-efficacy and teaching behavior of music teachers selected from New Taipei city’s Hakkanese folk song competitions, comparing the effects under different backgrounds. Survey and interview are adopted during this research, ‘Questionnaire of the teacher self-efficacy and teaching btoohavior of music teachers selected from the New Taipei city’s Hakkanese folk song competitions’ and ‘Interview Outline of the teacher self-efficacy and teaching behavior of music teachers selected from the New Taipei city’s Hakkanese folk song competitions’ which are devised by the author are used as research instruments, while the research objectives are 28 music teachers selected from the New Taipei city’s Hakkanese folk song competitions from academic years 99 to 102. Furthermore, 5 individual interviews are conducted by teachers’ willingness. The research results are as following: 1.the interviewed teachers’ teams are the choirs in their schools, and team members are open recruited; 2.the teaching method for Hakkanese folk songs are similar to general music teaching, and the teaching contents for the Hakkanese folk song competitions are supplementary materials composed by teachers, while for general Hakkanese folk song teaching, textbooks in Arts& Humanities area are adopted; 3.teachers selected from Hakkanese folk song competitions should have better skills of both general music teaching and Hakka language, while collaborative teaching is adopted without Hakka language skills; Administrative supports also have positive influence on the team; 4.teaching Hakkanese folk songs in general music classroom will provide more chance for students to learn multicultural music, and joining Hakkanese folk song competitions can further strengthen the centripetal force of the team and increase opportunities for students’ performance. The existing textbooks for Hakkanese folk songs in elementary school lack order and continuity. Through the questionnaires, it is found that music teachers don’t have much differentiation in teacher self-efficacy and teaching behavior in learning experience, teaching experience, Hakka language skills and whether the school is Hakka language-living school; while different levels in teacher self-efficacy and teaching behavior have obviously positive correlation. Teachers who have master degree, graduated from general type school, have more experience in teaching Hakkanese folk song competitions and not a Hakka language-living school teacher are better on teacher self-efficacy. Teachers who have Master degree, graduated from general type school, have 6-15 years’ experience in teaching Hakkanese folk song competitions and not a Hakka language-living school teacher are better on teacher teaching behavior. Above all, suggestions are recommended according to the research results for school administration, music teachers, related units and future research.
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