Self Sufficiency Perception of Music Teachers Teaching Music Students with Special Needs

Abstract

In educational environments, teachers work with students who have different physical and mental features in terms of development. Students who are ahead or fall behind the normal developmental process are referred to as students with special needs (SWSN), and they are offered different lessons in different educational environments. One of the lessons that SWSN receive is the music lesson where the music teachers try to improve the musical background of such students within the self-efficacy perception they have on the issue. Aim of this study is to identify the self-efficacy perceptions of music teachers on musical practices with SWSN, in terms of different variables. In the study, necessary data have been collected by means of contacting a total of 227 music teachers. The findings have been obtained through statistical techniques such as percentage-frequency, Mann-Whitney-U Test, and Kruskal-Wallis Test. The research does not reveal significant differences between the self-efficacy perceptions of music teachers on musical practices with SWSN and the factors; such as gender, marital status, age groups, graduation year from bachelor degree, graduation status, working level, teaching music for special classes, teaching music for inclusive classes, giving musical instructions at supportive education class, and years of professional experience. On the other hand, the study identified significant differences between the self-efficacy perceptions of teachers on the issue and the factors; such as faculties graduated from, teaching music at the house of SWSN, attending seminars-courses on the musical education of SWSN, having a separate class for music lessons, and being the school counsellor. The results and necessary suggestions on the findings have been provided.

Keywords

• müzik öğretmeni
• özel gereksinimli öğrenci
• özyeterlik