ScholarWorks@숙명여자대학교

초록

This study examined the structural relationships between participation motivation and teaching efficacy among music majors, including Korean traditional music majors, enrolled in an arts and culture education instructor certification program. Survey data from 144 students at a university-affiliated arts and culture education institute in Seoul were analyzed using partial least squares structural equation modeling (PLS-SEM). Learning and professional development motivation had significant positive effects on all three dimensions of teaching efficacy and emerged as the strongest predictor. Career and employment motivation was related only to instructional strategy implementation efficacy, whereas self-realization and social contribution motivation predicted both instructional strategy implementation efficacy and learner interaction and management efficacy. The findings suggest that participation motivation is a multidimensional construct differentially associated with subdomains of teaching efficacy. The results underscore the importance of teacher education programs that foster professional development motivation and provide structured experiential learning opportunities.

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