Music teaching self-efficacy among generalist teachers in preschool and primary education: a meta-analysis from Türkiye

Background: Music teaching self-efficacy has been widely examined internationally; however, comprehensive meta-analytic syntheses within context-specific teacher education systems remain limited. Aim: This study synthesized quantitative evidence on the music teaching self-efficacy of preschool and classroom (primary) teachers and teacher candidates in Türkiye. Methods: ), pooled mean estimates, subgroup comparisons, 95% prediction intervals, moderator analyses (instrument type, publication type, publication year), and leave-one-out sensitivity diagnostics were performed to address four research questions concerning gender, overall self-efficacy level, educational level (preschool vs. primary), and professional status (pre-service vs. in-service). Results: Female participants reported slightly higher self-efficacy than males, but the difference was small and not statistically significant. The pooled mean self-efficacy score across Türkiye was 59.63 on a 0-100 scale (95% prediction interval: 41.76-77.50), indicating moderate but highly variable confidence levels. Subgroup differences by educational level and professional status were not statistically significant. Instrument type significantly contributed to between-study heterogeneity, whereas publication type and year did not. Leave-one-out diagnostics indicated that the pooled estimate was robust. Publication bias analyses did not reveal meaningful asymmetry. Conclusion: Music teaching self-efficacy in Türkiye appears moderate but structurally uneven, shaped by contextual and measurement-related factors rather than by demographic characteristics alone. The findings underscore the importance of strengthening practice-oriented music education components in both pre-service and in-service teacher preparation and provide a foundation for future longitudinal, intervention-based, and cross-cultural research.