ABSTRACT

Teaching efficacy is one of the cognitive factors that have direct influence on teaching behaviors, so the importance of teaching efficacy is emphasized in the instructional research for suggesting desirable teaching behaviors. The purpose of this study was to analyze teaching behavior based on music teaching efficacy level through non-participant observation. Two music teachers with high music teaching efficacy and two music teachers with low music teaching efficacy were sampled by the Music Teacher Efficacy Scale. Twenty video tapes of non-participant observation were analyzed with music teachers verbal and non-verbal behavior analysis table made by Hwang In-Young, which is based on Flander s verbal interaction analysis, Hyun Kyungsil s Korean Category System for Music, and Choi Eunsik s A Measure of Non-verbal Music Teaching Behaviors. The results were as follows. First, the percentage of verbal teaching behaviors was higher than the percentage of non-verbal teaching behaviors with no relation to the level of music teaching efficacy. In verbal teaching behaviors, music teachers with high music teaching efficacy showed lower percentage than music teachers with low music teaching efficacy. Second, in verbal teaching behaviors, the percentage of directional utterances was higher than that of non-directional utterances with no relation to the level of music teaching efficacy. Music teachers with high music teaching efficacy showed higher percentage in non-directional utterances, and lower percentage in directional utterances than music teachers with low music teaching efficacy.Third, among non-directional utterances, music teachers with high musicteaching efficacy showed higher percentage in ‘clarify students’ feeling constructively and develop or make use of their ideas and ‘ask questions’ and lower percentage in ‘lecture’ and ‘give directions’, as compared with those with low music teaching efficacy. Fourth, in non-verbal teaching behaviors, there was no difference in the percentage of ‘musical modeling presentation’ regardless of the level of music teaching efficacy. However, in ‘accompaniment’, music teachers with high music teaching efficacy showed higher percentage than music teachers with low music teaching efficacy. Last, regardless of the level of music teaching efficacy, there was no difference in the percentage of students actual music activity time and ‘individual learning activity’. However, teachers with high music teaching efficacy showed higher percentage in ‘group activity’ and lower percentage in ‘whole class activity’ than those with low music teaching efficacy.

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