This research was conducted to determine the relationship between musical performance anxiety and piano performance self-efficacy levels of music teacher candidates. The working group of the study was established from 524 undergraduate students (n = 524) studying in Music Education Branches at Gazi University, Muğla Sıtkı Koçman University, Harran University, Atatürk Üniversitesi, Çanakkale 18 Mart University, Karadeniz Teknik University and Mehmet Akif Ersoy University in 2015-2016 education year. The data of the study was collected with Kenny’s musical performance anxiety inventory and piano performance self-efficacy scale. The Pearson Moments Correlation Coefficient was used in determining the relationships between the musical performance anxiety and the piano performance self- efficacy levels of the music teacher candidates. To determine whether musical performance anxieties of students and piano performance self-efficacy differ in terms of gender and class variables independent samples t-test, variance analysis (ANOVA) and Kruskal Wallis H test analyzes were used. According to the results of the research, there was a negative moderately significant relation between students' musical performance anxiety and piano performance self-efficacy levels. Regarding gender variable, the musical performance anxieties were significantly different; female participants showed higher level of musical performance anxiety than male participants. There was no significant difference in piano performance self-efficacy levels according to gender. Regarding the class variable, the music performance anxiety of the students in the first grade was found to be lower than the students in the second and fourth grades. Piano performance self-efficacy of students in first and second grades was lower than that of fourth grade students.
Keywords: Piano education, music teacher candidates, music performance anxiety, piano performance self-efficacy