Developing a Self-Management Model of a Professional Piano Training Program for Music Students in Hubei, China
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Abstract
Background and Aim: In China's education system, piano proficiency is essential for effective music instruction, yet many primary school music teachers lack adequate piano skills. This study aimed to develop, implement, and evaluate a self-management model for a professional piano training program for music students in Hubei, China, addressing the gap between classical performance training and practical classroom needs by enhancing students' piano skills, teaching competencies, and self-regulated learning abilities.
Materials and Methods: This sequential explanatory mixed-methods study was conducted in three phases: (1) needs assessment through questionnaires from 246 students and 53 teachers/administrators; (2) model development through focus group discussions with 10 experienced music educators; and (3) implementation and evaluation through a10 units training program with 30 randomly selected music students. Pre-test and post-test assessments and satisfaction surveys were used to evaluate effectiveness.
Results: The needs assessment revealed significant gaps between current training practices and expectations, with all self-management dimensions rated "Low" in current implementation but "High" in expectations. The implemented model, organized into 10 units, significantly improved students' piano skills, with test scores increasing from an average of 9.47 to 28.03 (p<0.01). Student satisfaction was exceptionally high (4.88/5.0), particularly regarding improved improvisation abilities and teaching readiness.
Conclusion: The self-management model effectively enhanced piano proficiency and teaching competencies by integrating goal setting, self-monitoring, self-evaluation, and self-reinforcement strategies. This approach bridges the gap between traditional training and practical classroom needs, preparing more capable music educators. Future research should explore the model's long-term impact on career development, applications in diverse educational settings, and integration with educational technology to further enhance music teacher preparation in China.
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