The purpose of this study was to examine relationships between high school jazz band directors’ efficacious sources, self-efficacy for teaching strategies, and pedagogical behaviors. Participants (N = 264) completed the Jazz Band Director Self-Efficacy for Teaching Strategies Scale and responded to items about their formal and informal learning experiences, school characteristics, and demographics. Parental support was the best predictor of participants’ self-efficacy for jazz teaching strategies, followed by undergraduate participation in jazz performance and improvisation courses, school enrollment, and completing a doctorate or master’s degree. Participants with greater scores on self-efficacy for teaching strategies also indicted greater comfort for teaching various styles commonly performed by high school jazz bands and dedicated more class time to teaching improvisation and jazz theory. Jazz directors may improve their self-efficacy for teaching strategies by developing parental trust and engagement with the jazz program and seeking feedback from effective mentors when refining jazz teaching strategies.

本研究的目的是检验高中爵士乐队指挥的有效来源、教学策略的自我效能感和教学行为之间的关系。参与者 ( N= 264) 完成了爵士乐队总监教学策略自我效能量表，并回答了有关他们的正式和非正式学习经历、学校特征和人口统计数据的项目。父母的支持是参与者对爵士乐教学策略自我效能感的最佳预测指标，其次是本科参与爵士乐表演和即兴课程、学校入学以及完成博士或硕士学位。在教学策略的自我效能上得分较高的参与者也表示，他们更愿意教授高中爵士乐队常见的各种风格，并将更多的课堂时间用于教授即兴演奏和爵士乐理论。