The purposes of this study were to describe collegiate band members’ preferred teacher interpersonal behaviors and perceptions of self-efficacy based on the gender, year in college, instrument, and major and to measure the relationship between preferences of interpersonal teacher behavior and self-efficacy scores. The sample (N = 1,020) was composed of band members at 12 universities from different regions of the United States. Participants completed the Teacher Interaction Preference Questionnaire (TIPQ) and the Self-Efficacy Questionnaire (SEQ). Descriptive statistics were calculated for each of the questionnaires. Results for the TIPQ showed that all sub-groups most preferred the dominant-cooperative behaviors, followed by submissive-cooperative behaviors, and least preferred the dominant-oppositional behaviors. Results for the SEQ showed subtle variations for all subgroups. Three Pearson product-moment correlation coefficients were calculated to measure the relationship between the three teacher interaction styles and students’ perceived self-efficacy. Implications are discussed.
Royston, Natalie Steele
"The Relationship between Collegiate Band Members’ Preferences of Teacher Interpersonal Behavior and Perceived Self-Efficacy,"
Research & Issues in Music Education: Vol. 11
, Article 7.
Available at: https://commons.lib.jmu.edu/rime/vol11/iss1/7