Traditional Versus Alternative Pathways to Certification: Assessing Differences in Music Teacher Self-Efficacy

Abstract

Teacher-credentialing policy debates often center on questions of whether traditional or alternative pathways to teacher certification better position future teachers for success. Given the growing number of teachers entering the profession via alternative pathways, we sought to compare the self-efficacy of alternatively and traditionally certified music teachers using a sample from Texas (n = 143). Our findings indicated that traditionally and alternatively certified music teachers reported comparable levels of self-efficacy. We also found that, regardless of certification pathway, teachers with 10 or fewer years of experience reported lower self-efficacy than teachers with 11 or more years of experience. We conclude that alternative pathways to certification may offer a viable entry point into the profession and may be particularly advantageous in diversifying the teacher pool and addressing areas of music teacher shortages. We also offer recommendations for cultivating high self-efficacy in preservice teachers, irrespective of certification pathway, as well as avenues for future study of the alternative pathway.

Certifications in the Academic Process Oriented to the Reputational Capital of Brands of Brazilian HEIs

“…[24] For the analysis of system performance for distance learners. practice tests or challenges [25] self-efficacy Compares group of music teachers with traditional training with group' training carried out by certifications. [3] It proposes a definition for selfefficacy, as well as a strategy for its evaluation.…”

“…In Table II shows the skills stimulated by the certifications related to the respective objects considered in this one. [20], [4] understanding that skills are dynamic [20] increasing confidence in proposing new solutions, innovating [25] development of social skills [7] self-assessment of the possibility of obtaining positive results optimization of coping skills [4] stress management bracing of commitment to career promoting of learning [21] individual teaching counseling development of self-efficacy [12] participation in the continuous learning community [12], [24] strengthening of coping strategies [12] improvement of live together standards [12], [8] improving of career commitment navigation in the academic scope [24] participation and engagement in academic activities improviment of understanding of the informal learning process [8], [24] definition and evaluation of goals, objectives and schedule [6] disclosure consonance between student training, scientific advances and preparation for the industry [17], [22] expanding of students' perception of the effectiveness of certifications [17] time management for fulfilling self-directed online activities [22] development of autonomy understanding of the relationship between theory and real situations Among the skills presented, 7 that are pointed out by more than one author can be highlighted, including in works that have focus on different objects of certification: minimizing the effects of previous negative perceptions, reaction to failure [20], [4], development of social skills [7], [12], [8], optimization of coping skills [4], [12], strengthening of commitment to career [4], [12], [8], participation in the continuous learning community…”

“…The conclusion of the research by [25] is that the path of training music teachers through 22-week or 12-week online certifications can be a viable entry point for the profession. They state, based on the application of tests as proposed by [7], that self-efficacy, analyzed in relation to the certification route: by graduation versus by online certifications, makes it possible to identify teachers who innovate in the way of teaching, who show confidence to work with parents and the community and to promote music in the educational environment.…”

Influences on teacher efficacy of preservice music educators

“…In contrast, Pas et al (2012) found that increased parental and student involvement did not predict higher teacher efficacy, although better administrative leadership was associated with higher teacher efficacy ratings. West and Frey-Clark (2019) found that traditionally certified music teachers and music teachers with alternative certification pathways reported similar levels of teacher efficacy.…”

“…More stable characteristics such as the gender of the teacher (Raudenbush et al, 1992;Ross et al, 1996), birth order (Trentham et al, 1985), and years of teaching experience (Wagoner, 2011) also play a role in teachers' efficacy beliefs. West and Frey-Clark (2019) found that music teachers with more than 10 years of teaching experience reported higher levels of teacher efficacy than music teachers with 10 years or less of teaching experience, although the authors note that teachers with lower self-efficacy may choose to leave the profession.…”