Teachers’ Self-Efficacy and Attitudes towards Integrating Music in the Didactic of Other Disciplines in Elementary School

The relation of music and learning is known in literature as very beneficial and recommended. However, not all teachers recognize the importance or value of a methods class because of their less than favorable experiences in their elementary music classes and low self-efficacy to integrate music effectively. At the level of conceptualization and implementation in the music integration in teaching field, teacher`s attitudes and self-efficacy in Israel remains an aspect still little explored.

Hence, it follows the problem of the research: What would be the model of applying integrating music in teaching that will have an effect on teachers` attitudes and self-efficacy towards music cooperation in teaching?

The purpose of the research: elaborating, implementing and validating the music integration model (MIM) in changing teachers` attitudes and self-efficacy towards music integration in teaching. This study focuses on elementary school teachersand suggests an integrating music program. Teachers in the experimental group are exposed to “MIM” and their attitude and self-efficacy are examined before and after applying the program.

Research methodology: methods by quantitative paradigm and qualitative paradigm.

• Questionnaires: self-efficacy and attitude towards integrating music in teaching
• Interviews: 10 teachers. These interviews engaged characteristics of music integration used in teaching elementary school teachers, their attitudes and self-efficacy.

Study population:

• A sample of 80 teachers in elementary Arab schools in Israel who teach, in 3rd grade and 4th grade, one of the following subject: Arabic, Hebrew, English, math, science, religion. It is a heterogeneous group in terms of sex, age, marital status, seniority, academic education, musical experience, teaching field.

Results:

In the experimental group, there were significant changes in the attitudes and self-efficacy of teachers in several aspects of integration

Conclusions:

• This research exposes conclusions regarding integration of music in teaching and suggest recommendations and a model of integrating music program.

• . The Practical value of the research lies in recommendations that address the content and importance of including music integration course to the pre-service teachers while they study at University.

Helping elementary teachers to see the value of integrating music in their curriculum—and that they are more than capable of doing so if they focus on their attributes and maintain positive attitudes with regard to integrating music in teaching—may contribute to their success in the actual integrating music in their teaching.

This research exposes conclusions regarding integration of music in teaching and suggest recommendations and a model of integrating music program.