The Mediating Effect of Musical Self-perception in the Relationship of Pedagogical Content Knowledge of Music Teaching and Attitudes Toward Music Education Among Early Childhood Educators

ABSTRACT

This study is investigated how early childhood teachers`` musical self-perception mediates the relationship between their pedagogical content knowledge of music teaching and their attitudes toward music education. A total of 149 kindergarten teachers working in Seoul and Gyeonggi-do responded to a set of questionnaires designed to measure their pedagogical content knowledge of music teaching, their attitudes toward music education, and their musical self-perception. Then, I compared a full mediating model and a partial mediating model using a structural equation model. The results indicate that musical self-perception has a full mediating effect on the relationship between teachers`` pedagogical content knowledge of music teaching and their attitudes toward music education.