Inclusive Music Teaching: The Role of Self-Efficacy and Emotional Competence

This study explored the relationship between music educators’ self-efficacy and their implementation of inclusive and equitable teaching practices for students with disabilities. Utilizing a cross-sectional survey design, data were collected from 174 K-12 certified music educators in New York State. Quantitative measures assessed demographic characteristics, self-perceived teaching self-efficacy, and classroom accommodations, while qualitative responses provided deeper insights into educators’ experiences and emotional resilience. Statistical analyses, including chi-square and linear regression, revealed significant associations between educators' self-efficacy, the frequency of implementing required accommodations, and the level of institutional support received. Notably, educators with higher self-efficacy demonstrated greater adaptability, employed differentiated instructional strategies more effectively, and reported stronger commitments to inclusive teaching. Qualitative findings highlighted emotional resilience as critical for managing the challenges associated with special education contexts. Participants reported employing coping strategies like mindfulness, peer support, and reflective practices to navigate emotional demands effectively. Moreover, educators emphasized the necessity of robust support systems, institutional policies promoting collaborative partnerships with special education professionals, and specialized training in emotional intelligence and adaptive teaching methods. The study's outcomes underscore significant gaps in pre-service teacher preparation and ongoing professional development concerning inclusive education practices. Recommendations include integrating emotional competency training, practical experience with special education populations, and structured professional networks into teacher education programs. These findings align with and expand upon existing literature on emotional intelligence, self-efficacy, and inclusive education, offering actionable insights for educational policy, teacher preparation, and professional development programs. Future research should broaden geographic and demographic representation, employ longitudinal designs, and further investigate the systemic factors influencing music educators’ efficacy and resilience in inclusive settings.