Investigation of music teacher candidates individual instrument burnout, perceived family support in instrument training and individual instrument training habits with regard to various variables

Abstract

Course" developed by Girgin were used. Statistical package for social science (SPSS) 21.00 software package was used for data analysis. Since the research data did not show a normal distribution, Mann Whitney U analysis was used for binary variables; and Kruskal Wallis and Spearman Brown's Rank Correlation analyses were used for variables more than two. Music teacher candidates' individual instrument burnout scores showed statistically significant difference depending on university and individual instrument variables; their family support scores showed significant difference depending on grade, university, high school and individual instrument variables; and their training habits showed significant difference depending on gender, university and individual instrument variables. A significant negative correlation at a low rate was found between music teacher candidates' burnout scores and their family support scores. A significant negative and moderate correlation was found between teacher candidates' burnout scores and their studying habit scores. A significant positive moderate correlation was found between teacher candidates' family support scores and their training habit scores.

A study on family support perceived by pre-service music teachers in musical instrument education

“…For this reason, determining the level of family support perceived by pre-service music teachers specifically for musical instrument training is important in meeting the learning needs of these students. Studies dealing with the subject with a similar perspective were found in the literature (Gerçeker, 2018;Arslanhan, Egilmez, & Engur, 2019). However, studies on the subject are very limited.…”

“…No significant difference was found between the level of family support perceived by pre-service music teachers in musical instrument training and the variables of gender, class and university life with their family. There are similar studies that concluded that perceived family support does not vary according to gender in musical instrument training (Gerçeker, 2018;Arslanhan, Egilmez, & Engur, 2019). In the same studies, the perceived level of family support in instrument training according to the grade level variable showed a statistically significant difference.…”

“…Considering the studies conducted in music education, it was seen that family support within the scope of basic-intermediate level instrument training; the effect of different types of parental support on learning outcomes in instrument education (Creech, 2010;Margiotta, 2011), student perceptions of parental involvement and support required for instrument learning (Ho, 2011), the effect of parent support and interactions on learning processes in musical learning, perceptions of parents and students (Ho, 2009), the role of the family in children's musical development (Mcphrson, 2009), instrument teaching approaches in terms of parental involvement (Bugeja, 2009), the effect of parental choices in instrument training (Comeau & Huta, 2015), burnout in instrument training, analysis of family support and habits of instrument playing (Gerçeker, 2018) were studied in terms of some variables in instrument training (Arslanhan, Egilmez, & Engur, 2019).…”