Emotional Competence and Self-Efficacy in Music Educators: Navigating Inclusive Education for Special Needs Students

• In Event: AERA Roundtable Session Thursday 9:50 am Four Seasons Ballroom 4
  In Roundtable Session: Teacher Self-Efficacy and Teacher Learning (Table 9)

Abstract

This study examines the relationship between emotional competencies and self-efficacy in K-12 music educators teaching students with special needs. Using a parallel convergent mixed methods design, it reveals how emotional awareness, resilience, and empathy foster adaptive teaching strategies and stronger teacher-student relationships. Significant gaps in pre-service preparation are highlighted, advocating for comprehensive emotional intelligence training and inclusive teaching methods in teacher education programs. By focusing on emotional factors, the study provides a roadmap for improving the quality and inclusivity of music education, ensuring equitable access and support for all students. The research offers valuable insights for policymakers, educators, and future studies in music education.

Author

• Kristen Smigielski, University at Buffalo - SUNY