Perceived attributes of music teaching effectiveness among kindergarten teachers: Role of personality

Yau Ho Paul WONG, Wing Chi Margaret LAU

Research output: Contribution to journalArticle

Abstract

Musical activity has been found to be beneficial to young children's all-round development in kindergartens. The purpose of this study was to investigate the relationship between kindergarten teachers' perceived attributes of music teaching effectiveness and personality. Eighty-eight in-service kindergarten teachers rated themselves using a set of Attributes of Music Teaching Effectiveness (AMTE) and the sensing-intuitive dimension of the Myers Briggs Type Indicator. Results showed that 75% (66 of 88) and 25% (22 of 88) of the teachers were sensing types and intuitive types, respectively. The former prefers a directive approach in music teaching to children, whereas the latter prefers a non-directive approach. While teachers' personalities and work experience significantly predicted music teaching effectiveness, intuitive teachers rated themselves higher than did sensing teachers on the AMTE. Furthermore, the teachers of both personality types varied in their ratings of the importance of most effective attributes. Implications of these findings in relation to job allocation and professional development in effective music teaching for kindergarten teachers are discussed. Copyright © 2018 Social Science Press.
Original languageEnglish
Pages (from-to)28-38
JournalThe Australian Journal of Teacher Education
Volume43
Issue number9
DOIs
Publication statusPublished - Sep 2018

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kindergarten teacher
teacher's role
personality
music
Teaching
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kindergarten
rating
experience

Citation

Wong, Y.-H. P., & Lau, W.-C. M. (2018). Perceived attributes of music teaching effectiveness among kindergarten teachers: Role of personality. Australian Journal of Teacher Education, 43(9), 28-38. doi: 10.14221/ajte.2018v43n9.2

Keywords

  • Effective music teaching attributes
  • Personality types
  • Kindergarten teachers