The Effects of Early Childhood Teachers' Pedagogical Knowledge in Music, Attitude on Music Activities, and Piano Accompaniment Ability on Their Music Teaching Efficacy

Abstract

The purpose of the study was to examine the effects of early childhood teachers' pedagogical knowledge in music (PKM), attitude on music activities (AMA), piano accompaniment ability (PAA) on music teaching efficacy (MTE). The subjects of the study were 273 early childhood teachers working kindergartens or daycare centers in South Korea. The major variables were measured using the selfreporting survey questionnaires. The collected data were analyzed utilizing the SPSS 24.0 program. As the results, there were the statistically significant positive correlations between early childhood teachers' PKM, AMA, PAA, and MTE. In addition, early childhood teachers' PKM, AMA, and SPA had statistically significant positive effects on MTE.