Visual Arts Self-Efficacy and Professional Attitudes: A Deep Dive into Pre-Service Primary Teachers' Perspectives

Abstract

The role of art education in the holistic development of young children is undeniably essential. This form of education not only shapes the perceptions and worldviews of children but also nurtures and cultivates their innate creative capabilities. In this context, the roles of primary school teachers and pre-service primary educators are quite crucial to achieve this goal. This study investigates the self-efficacy beliefs of pre-service primary educators concerning visual arts instruction, as well as their attitudes toward the pedagogical profession. The research cohort comprises 160 pre-service primary educators from a prominent state university in Türkiye. Instruments utilized in this study include the "Self-efficacy Scale for Visual Arts Teaching" and the "Attitude Towards Teaching Profession Scale". The findings reveal a subtle yet statistically significant correlation between the pre-service teachers' self-efficacy beliefs in visual arts instruction and their attitudes toward the pedagogical profession. Notably, there was a discernible difference in the self-efficacy beliefs concerning visual arts instruction in favor of participants with family members engaged in artistic endeavor. Furthermore, an upward trend was observed in both the self-efficacy beliefs in visual arts teaching and attitudes toward the teaching profession as the academic grade level advanced. In light of the findings, we suggested some remarkable implications.