Music teachers’ self-efficacy refers to teachers’ beliefs about their ability to influence students to complete academic tasks, that is, teachers’ beliefs about how they affect students’ learning. This self-efficacy has two main components: one is general teaching efficacy, and the other is personal teaching efficacy. This article takes 1689 primary school students in grades 3 and 8 from one primary school and two junior high schools as the subjects and conducts a questionnaire survey to examine the relationship between teachers’ innovative teaching behavior and students’ innovative self-efficacy, the mediating role of innovative classroom atmosphere, and the moderating role of innovative situations in it. This article explores and finds that: first, the most important teaching style is the radical style; second, teaching style, general self-efficacy and creative teaching behavior are related; third, the older the teaching experience, the higher the level of creative teaching behavior ability of teachers (the creativity level index of teachers with teaching experience over 20 years is 4.29±0.37).

Yachun Yang. Evaluation on the Relationship between Self-efficacy and Creative Teaching Behavior of Music Teachers. Frontiers in Educational Research (2023) Vol. 6, Issue 17: 73-79. https://doi.org/10.25236/FER.2023.061713.

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