ABSTRACT

The purpose of this study was to investigate the musical teaching efficacy of early childhood teachers according to the experiences of musical training and scholarship, and also to examine the effects of the temperament of early childhood teachers on their music teaching efficacy. This study was conducted on 321 early childhood teachers in kindergartens and day care centers located in Seoul and Kyonggi-do. Data were analysed using t-test, Preason’s correlation analysis and multiple regression analysis. The results of this study are described according to study problems as follows. First, the higher the musical training and scholarship experience, the higher the difference in music teaching efficacy. Second, the temperament of early childhood teachers was found to be highly correlated with the music teaching efficacy, As the sociality of early childhood teachers increased, general efficacy, which is a subfactor of music teaching efficacy, was also increased. The lower the emotionality was and the higher the activity was, the more the personal efficacy was increased. Temperament of early childhood teachers are important intrinsic variables promoting music teaching efficacy.

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