Today the rapid developments experienced in the technology brings various facilities in music teaching as in many areas of education. Though the research conducted on the benefitting levels of music teachers from teaching technologies is limited, in the researches implemented it is underlined that the application of teaching technologies by music teachers in the class has enabled the classes to be attractive, and strengthened the learning-teaching environment. Therefore the behaviors of music teachers towards teaching technologies are significant.
In this study, the behaviors of music teachers towards teaching technologies is evaluated based on the 4 basic aspects (self-efficacy, outcome expectations, interest and intentions) of the Social-Cognitive Career Theory (Hackett, Lent and Brown, 1994, 2002).
The research results showed some dramatic differences of self-efficacy, outcome expectations, interests and intentions towards the teaching technologies among the music teachers varying according to their service year, type of the school graduated and the graduate grades. The results of the research were discussed with the literature concerned and some proposals were developed.
Key words: Teaching Technologies, Music Education, Social-Cognitive Career Theory