Scientific literature shows that cultivating self-efficacy is conducive to learner in-depth study of music, independent choices and perseverance in the field of music. However, most current research studies focus on self-efficacy in primary and secondary education, whereas the self-efficacy of prospective music teachers has been scarcely investigated. Considering the importance of self-efficacy in music activities of prospective music teachers, a study on the particularity of prospective music teachers’ self-efficacy has been initiated: the literature analysis method has been used, and a large number of literature sources related to self-efficacy and music education have been analysed. The following problem question is formulated: what is the particularity of self-efficacy in music education? The aim of this research is to analyse the concept of self-efficacy in music education. Research results show that self-efficacy determines the judgment of prospective music teachers on their learning, performance, and teaching abilities. Factors that affect the self-efficacy of prospective music teachers include mastery of experiences, vicarious experience, social persuasion, and emotional and psychological states.

Self-confidence is a key factor that influences stage performance. To form a positive state while performing on the stage, self-confidence becomes the most important aspect, as it is one of the main guarantees of successful performing. However, in music teaching, many students lack self-confidence when performing, which in most cases hinders their performance results. The aim of the study is to reveal the peculiarities of promoting self-confidence of students as performers. A questionnaire and an interview with music education students were used to collect the data. The results of the questionnaire allow concluding that experience as a performer, physical and psychological preparation, and self-regulation are the three major factors influencing students’ lack of confidence during the performance. Additionally, the responses from the interview indicated other equally prominent and influential factors such as performing environment, practice level and stage experience. Lastly, the interviewed students proposed ways to boost self-confidence, which include gaining more music knowledge and improving their music skills, practicing harder and applying self-regulation.