Research on Influencing Factors of Teachers’ Teaching Performance from the Perspective of Creative Music Teaching

Abstract

Creative music pedagogy introduces instructional demands that are not fully captured by conventional measures of teaching effectiveness. This study examined the associations of four factors—creative music teaching competence, resources and environment, motivation and attitude, and professional development support—with teachers’ self-reported teaching performance, as well as their indirect statistical associations through creative teaching self-efficacy. Data from 386 in-service primary- and secondary-school music teachers in China were analyzed using WLSMV structural equation modeling. The hypothesized model showed good fit to the data (robust CFI = .993, robust RMSEA = .023). All four antecedents were positively associated with self-reported performance. Competence had the largest numerical direct coefficient (β = .217), whereas professional development support had the smallest (β = .139); these coefficient differences were not formally tested. Creative teaching self-efficacy was positively associated with performance (β = .280), and all four indirect statistical associations through self-efficacy were significant. The findings identify teacher confidence as a shared statistical link among personal, contextual, and professional conditions and self-reported performance. Because the data were cross-sectional and self-reported, the results do not establish causal or temporal relationships.