Examining classroom teachers and teacher candidates' attitudes towards the use of technology in music education and their self-efficacy levels towards music teaching

In this study, it was aimed to determine the attitudes of classroom teachers and prospective classroom teachers towards the use of technology in music education and their self-efficacy levels towards music education in terms of various variables and to reveal the relationship between attitudes and self-efficacy according to the determined variables. The study group of this research, which is in the relational screening model, consists of 4th grade students studying at Akdeniz University Faculty of Education, Department of Primary Education in the 2022-2023 academic year, and classroom teachers working in public institutions in Antalya. The data of the research were collected using the "Attitude Scale towards the Use of Technology in Music Education" developed by Atabek and Burak (2020), the "Self-Efficacy Scale for Music Teaching" developed by Özmenteş (2011), and the "Demographic Information Form" prepared by the researcher. A total of 91 classroom teachers and 69 classroom teacher candidates participated in the research. In the study, the data were analyzed with descriptive statistics, t-Test, ANOVA and Pearson Correlation analysis. According to the findings obtained from the research; The attitudes of primary school teachers and teacher candidates towards the use of technology in music education were found to be positive, and their music teaching self-efficacy levels were found to be moderate. The factors of teachers' gender, districts they work in, education level, years of experience, age, playing an instrument, self-sufficiency in music education, self-sufficiency in terms of using technology in music education, taking a seminar or training on music, and using technology while teaching music are related to technology in music education. It was concluded that there was no significant difference on their attitudes. It is seen that the attitude scores of the teacher candidates differ in favor of those who cannot play an instrument according to their instrument playing status, and in favor of those who benefit from technology according to their use of technology in music teaching. According to the research data, the teachers' music teaching self-efficacy levels cause a significant difference in playing an instrument, being self-sufficient in music education, being self-sufficient in using technology, and receiving a seminar or training specifically for music education.