Investigating the effects of self-criticism on happiniess and sel-esteem in music teacher candidates

In this study, the relationships between prospective music teachers' self-criticism (internal and comparative), happiness, and self-esteem were investigated, as well as whether these variables differ according to certain demographics (gender, age, academic year, type of high school graduation, and willingness to choose the same major again). Employing the relational survey model as a quantitative research method, data were collected from 324 prospective music teachers studying at various universities in Turkey. The data were gathered through the "Self-Criticism Scale," the "Oxford Happiness Questionnaire – Short Form," and the "Rosenberg Self-Esteem Scale," administered via an online survey. The findings indicated negative and significant relationships between both internal and comparative self-criticism and happiness and self-esteem. In particular, comparative self-criticism (β = –.548 and β = –.581) emerged as a stronger predictor of happiness and self-esteem than internal self-criticism (β = –.153 and β = –.113). When demographic variables were examined, no significant differences in self-criticism levels were found across gender, age, academic year, type of high school graduation, or willingness to choose the same major again. The only demographic variable related to happiness levels was gender (favoring females), while self-esteem did not differ significantly according to any demographic variable. Overall, the results suggest that self-criticism—especially comparative self-criticism—may negatively impact the professional development of prospective music teachers, a process often reliant on performance and creativity. Consequently, it is recommended that teacher education programs and psychological counseling services incorporate strategies and activities to help students maintain a balanced level of self-criticism.