Purpose: Strong self-efficacy bring achievement in ınstrument education as in other disciplines. Achievement will increase the quality of instrument education, and it will be reflected in the professional lives of pre-service teachers and their students. This suggests that research on selfefficacy belief in musical instrument performance is necessary. Researchers have determined that people‘s individual traits influence their performance. Personality covers an individual‘s entire set of biological and psychological, hereditary and acquired abilities, motivation, emotions, desires, habits and all behaviors. For these reasons, personality traits were selected as the second variable of this study. The purpose of this study is to determine the correlation between pre-service music teachers‘ selfefficacy belief in their musical instrument performance and their personality traits.
Research Methods: For this study, the researcher cooperated with 250 pre-service music teachers. The study used the correlative survey method. The research data was collected using the Hacettepe Personality Inventory and the Musical Instrument Performance Self-efficacy Belief Scale. Correlation analysis was performed to determine the relationship between pre-service music teachers‘ musical instrument self-efficacy belief and their personality traits.
Findings: The research results indicate a low correlation between pre-service music teachers’ selfefficacy belief in musical instrument performance and their personality traits. Implications for Research and Practice: In this study, the correlation between pre-service music teachers‘ selfefficacy belief in their musical instrument performance and their personality traits was determined. It can be suggested that other researchers determine other variables that may affect pre-service music teachers’ musical instrument performance self-efficacy belief.
Keywords: Teacher training, music education, ınstrument education, music psychology,