Thesis submission ID 980 | created
| last updated
Douglas Carnes, Relationship-based teaching: an exploration of its potential role on post-primary school music students' self-efficacy in the Republic of Ireland
Volumes, pp.: 1 vol (viii, 156 pp.)
Supervisor(s): Denise Neary
Repository (online): https://www.tara.tcd.ie/items/7697f5b5-8814-43b5-b92e-6ba895815614
Repository (hard copy): Royal Irish Academy of Music Library
General specialism: Music Education
Key terms, concepts: Surveys; Quantitative cross-sectional correlational analysis
Key terms, genres, instruments: Post-primary music education
Abstract:
This dissertation examines potential correlations between Relationship-Based Teaching (RBT) and the self-efficacy of a set of post-primary school music students in the Republic of Ireland, placing the research within the historical and pedagogical developments of Irish music education. Self-efficacy, defined as individuals’ beliefs in their capabilities to perform tasks successfully, has been widely linked to improved performance outcomes.
The relationship between teaching methodologies and student self-efficacy in post-primary music classrooms in Ireland remains underexplored. No research appears to have examined how post-primary music educators’ methodologies in Ireland potentially affect their students’ self-efficacy. This represents a gap in the literature and an opportunity for an original contribution to knowledge by integrating relationship-based teaching with self-efficacy in music classrooms in Ireland.
To study the potential correlation between relationship-based teaching and music students’ self-efficacy, surveys were completed by 100 students and their 9 respective educators. A quantitative cross-sectional correlational analysis was then conducted to explore the level of relationship-based teaching that educators self-report, the level of self-efficacy that students reported and any relationships that may exist between these two variables.
The findings indicate that students in this sample reported generally high levels of music self-efficacy, while educators reported moderate to high engagement with relationship-based teaching practices. Among the four sources of self-efficacy, mastery experience emerged as the strongest contributor to student self-efficacy, followed by verbal/social persuasion, while vicarious experience was consistently the weakest contributor across student responses.
This study contributes new evidence to Irish music education research by highlighting the self-reported data of post-primary music teachers and students in Ireland as well as the exploration of potential links between relational teaching practices and student self-efficacy.
Douglas Carnes, Relationship-based teaching: an exploration of its potential role on post-primary school music students' self-efficacy in the Republic of Ireland
DMusPerf, Royal Irish Academy of Music, 2026
Volumes, pp.: 1 vol (viii, 156 pp.)
Supervisor(s): Denise Neary
Repository (online): https://www.tara.tcd.ie/items/7697f5b5-8814-43b5-b92e-6ba895815614
Repository (hard copy): Royal Irish Academy of Music Library
General specialism: Music Education
Key terms, concepts: Surveys; Quantitative cross-sectional correlational analysis
Key terms, genres, instruments: Post-primary music education
Abstract:
This dissertation examines potential correlations between Relationship-Based Teaching (RBT) and the self-efficacy of a set of post-primary school music students in the Republic of Ireland, placing the research within the historical and pedagogical developments of Irish music education. Self-efficacy, defined as individuals’ beliefs in their capabilities to perform tasks successfully, has been widely linked to improved performance outcomes.
The relationship between teaching methodologies and student self-efficacy in post-primary music classrooms in Ireland remains underexplored. No research appears to have examined how post-primary music educators’ methodologies in Ireland potentially affect their students’ self-efficacy. This represents a gap in the literature and an opportunity for an original contribution to knowledge by integrating relationship-based teaching with self-efficacy in music classrooms in Ireland.
To study the potential correlation between relationship-based teaching and music students’ self-efficacy, surveys were completed by 100 students and their 9 respective educators. A quantitative cross-sectional correlational analysis was then conducted to explore the level of relationship-based teaching that educators self-report, the level of self-efficacy that students reported and any relationships that may exist between these two variables.
The findings indicate that students in this sample reported generally high levels of music self-efficacy, while educators reported moderate to high engagement with relationship-based teaching practices. Among the four sources of self-efficacy, mastery experience emerged as the strongest contributor to student self-efficacy, followed by verbal/social persuasion, while vicarious experience was consistently the weakest contributor across student responses.
This study contributes new evidence to Irish music education research by highlighting the self-reported data of post-primary music teachers and students in Ireland as well as the exploration of potential links between relational teaching practices and student self-efficacy.
Thesis submission ID 980