The purpose of this study was to explore the factors that influence preservice music teacher efficacy. Participants in this study were undergraduate music education students (N = 124), a convenience sample taken from six mid-South university music education programs in the United States. To explore the factors influencing preservice music teacher efficacy, a survey was sent to participants. The survey consisted of demographic information (race, gender, classification, etc.), questions about the predictor variables, and the Preservice Music Teacher Efficacy Scale (PMTES). Multiple regression revealed that the predictor variables accounted for 38% (R² = .38; adjusted R² = .33) of the variance in the PMTES. Professional Disposition Scale score (β = .35, p < .001) and Music Performance Efficacy Scale score (β = .39, p < .001) contributed the greatest to the regression model. Based on these findings, music teacher education programs may consider implementing a type of professional disposition measurement throughout music education students’ undergraduate education. The results also reinforce the importance of developing music performance skills as part of a music education program.

这项研究的目的是探讨影响职前音乐教师效能的因素。这项研究的参与者是音乐教育本科生（N  = 124），这是从美国六个中南大学音乐教育计划中抽取的便利样本。为了探讨影响职前音乐教师效能的因素，向参与者发送了一项调查。该调查包括人口统计信息（种族，性别，分类等），有关预测变量的问题以及职前音乐教师效能量表（PMTES）。多元回归显示，预测变量占38％（R ²  = 0.38；调整后的R ² = .33）。专业性格量表得分（β= .35，p  <.001）和音乐演奏效能量表得分（β= .39，p  <.001）对回归模型的贡献最大。基于这些发现，音乐教师教育计划可以考虑在音乐教育学生的本科教育过程中实施一种职业倾向测量。结果还强调了发展音乐表演技能作为音乐教育计划一部分的重要性。