Abstract
To enhance elementary school teachers’ skills in music, they are required to participate in various music-related training programs as part of their professional development. This study aims to analyse the relationship between these training programs and the self-efficacy and innovative work activities of music teachers in elementary schools. A quantitative, correlational research design was used, involving 51 elementary school teachers in the Sumedang Regency, West Java Province, Indonesia, of whom 19 were men and 32 were women. The results of the study show the following findings. First, while some teachers have actively sought out opportunities to improve their competencies in music education, most have had minimal participation. Second, teachers generally display confidence and capability in teaching music, the data highlights specific areas, such as supporting high-achieving and struggling students, where targeted professional development or resources could further enhance their effectiveness. Third, a majority of teachers actively engage in creative and collaborative practices to enhance music education. Practices such as song writing, creating learning media, organizing performances, and using technology are well-represented among respondents, underscoring their dedication to providing enriched learning experiences. The study also found a correlation coefficient of 0.052 between training participation and self-efficacy, indicating a very low correlation. Similarly, the correlation coefficient between innovative work activities and training participation was 0.054, also reflecting a very low correlation. Based on these findings, the study concluded that participation in training did not significantly enhance self-efficacy or innovative work activities among the respondents.
Keywords: Elementary School, Innovative Work Activities, Music Learning, Self-Efficacy, Teacher Competence.