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This study examines the relationship between kindergarten teachers’ perceived attributes of music teaching effectiveness and personality. Eighty-eight in-service teachers completed ratings using the Attributes of Music Teaching Effectiveness (AMTE) and the sensing-intuitive dimension of the Myers-Briggs Type Indicator. Sensing teachers preferred directive approaches, intuitive teachers preferred non-directive approaches, and intuitive teachers rated higher on AMTE. Personality and work experience predicted effectiveness.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/perceived-attributes-of-music-teaching-effectiveness-among-kindergarten-teachers-role-of-personality/593830/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/perceived-attributes-of-music-teaching-effectiveness-among-kindergarten-teachers-role-of-personality/593830.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of this study?","Question",{"text":112,"@type":113},"To investigate how kindergarten teachers’ perceived attributes of music teaching effectiveness relate to their personality.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were teachers’ personality types assessed?",{"text":117,"@type":113},"Teachers rated themselves using the AMTE set and the sensing-intuitive dimension of the Myers-Briggs Type Indicator.",{"name":119,"@type":110,"acceptedAnswer":120},"What differences were found between sensing and intuitive teachers?",{"text":121,"@type":113},"Sensing types preferred a directive music teaching approach, intuitive types preferred a non-directive approach, and intuitive teachers rated themselves higher on the AMTE.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593830,1792189287,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":41,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 43 | Issue 9 | Article 2 |\n| --- | --- |\n| 2018\u003Cbr>Perceived Attributes of Music Teaching Effectiveness Among Kindergarten Teachers: Role of Personality\u003Cbr>Wong Yau-Ho Paul\u003Cbr>The Education University of HongKong, pyhwong@eduhk.hk\u003Cbr>LAU Wing-chi Margaret\u003Cbr>The Education University of HongKong, mchu@eduhk.hk |  |\n\nRecommended Citation  \nYau-Ho Paul, W., & Wing-chi Margaret, L. (2018). Perceived Attributes of Music Teaching Effectiveness Among Kindergarten Teachers: Role of Personality. Australian Journal of Teacher Education, 43 (9).  \n[http://dx.doi.org/10.14221/ajte.2018v43n9.2](http://dx.doi.org/10.14221/ajte.2018v43n9.2)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol43/iss9/2](https://ro.ecu.edu.au/ajte/vol43/iss9/2)  \nAustralian Journal of Teacher Education  \nPerceived Attributes of Music Teaching Effectiveness among Kindergarten  \nTeachers: Role of Personality  \nYau-ho Paul WONG  \nWing-chi Margaret LAU  \nThe Education University of Hong Kong  \nAbstract: Musical activity has been found to be beneficial to young  \nchildren ’s all-round development in kindergartens. The purpose of this  \nstudy was to investigate the relationship between kindergarten  \nteachers ’perceived attributes of music teaching effectiveness and  \npersonality. Eighty-eight in-service kindergarten teachers rated  \nthemselves using a set of Attributes of Music Teaching Effectiveness  \n(AMTE) and the sensing-intuitive dimension ofthe Myers Briggs Type Indicator. Results showed that 75%(66 of 88) and 25%(22 of 88) of the teachers were sensing types and intuitive types, respectively. The  \nformer prefers a directive approach in music teaching to children,  \nwhereas the latter prefers a non-directive approach. While teachers ’  \npersonalities and work experience significantly predicted music  \nteaching effectiveness, intuitive teachers rated themselves higher than did sensing teachers on the AMTE. Furthermore, the teachers of both  \npersonality types varied in their ratings ofthe importance of most  \neffective attributes. Implications of these findings in relation to job  \nallocation and professional development in effective music teaching  \nfor kindergarten teachers are discussed.  \nKeywords: Effective music teaching attributes, personality types, kindergarten teachers  \nIntroduction  \nBecause young children are characterized as being playful, imaginative, curious, thoughtful and inquiring (Isenberg & Jalongo, 2006, p. 20), music activities are commonly adopted in schools and have been found to be effective in enhancing children’s physical, cognitive, and social development (Connors, 2014) . In kindergartens, musical activities that provide substantial opportunities for the all-round development of young children include singing, which facilitates oral language development (Salmon, 2010) and early arithmetic concepts of sequencing (McDonel, 2015); playing simple rhythm instruments and making bodily movement to music, which promotes social bonding (Gillespie & Glider, 2010) . Apart from schools, music has also been applied in hospitals to reduce children’s anxiety (Longhi, Pickett, & Hargreaves, 2015) . The fact that music activities facilitate children’s holistic development may lend support to the recent findings that preschool children tend to display better psychological adjustment and well-being longitudinally (Gong, Xu, & Han, 2016; Campbell, Conti, Heckman, Moon, Pinto, Pungello, & Pan, 2014) through musical exposure.  \nVol 43, 9, September 2018 28  \nAustralian Journal of Teacher Education  \nLiterature Review  \nMajor Obstacle to Effective Music Teaching  \nAlthough music can “cultivate children’s sensitivity, imagination and creativity”(Curriculum Development Council, 2006, p. 35), a lack of teacher readiness has been reported as a major obstacle to effective music teaching in kindergartens cross-culturally (Ehrlin & Gustavsson, 2015; Liao & Campbell, 2015; Lau","cbCaihZZGQzNIh6i","https://ap.wps.com/l/cbCaihZZGQzNIh6i","pdf",269623,12,"English","# Introduction\n# Literature Review\n## Major Obstacle to Effective Music Teaching\n## Critical Period of Early Childhood","[{\"question\":\"What is the purpose of this study?\",\"answer\":\"To investigate how kindergarten teachers’ perceived attributes of music teaching effectiveness relate to their personality.\"},{\"question\":\"How were teachers’ personality types assessed?\",\"answer\":\"Teachers rated themselves using the AMTE set and the sensing-intuitive dimension of the Myers-Briggs Type Indicator.\"},{\"question\":\"What differences were found between sensing and intuitive teachers?\",\"answer\":\"Sensing types preferred a directive music teaching approach, intuitive types preferred a non-directive approach, and intuitive teachers rated themselves higher on the AMTE.\"}]","Perceived Attributes of Music Teaching Effectiveness Among Kindergarten Teachers - Role of Personality | PDF",1792077999]