Teaching decision-making levels and influencing factors of novice music teachers in Jinan junior high schools China

This study aims to measure the decision-making levels of junior high school novice music teachers in Jinan, China, comparing significant differences based on gender, educational qualification, and school type, and exploring other influencing factors. A questionnaire survey was conducted among 300 junior high school novice music teachers, and the results showed that their overall decision-making level was moderate (M = 3.308). A one-way ANOVA revealed no significant gender differences in decision-making levels but identified significant differences based on educational qualifications and school type. Novice music teachers with postgraduate degrees and above scored higher than those with undergraduate or associate degrees, while public school teachers outperformed their counterparts in private schools. These findings suggest that novice music teachers with higher educational qualifications may be better at applying theoretical knowledge to practical decision-making, especially in complex teaching situations. Meanwhile, teachers in private schools may face greater challenges in decision-making due to diverse student needs and higher job pressures. Consistent with existing literature, this study highlights teaching experience and environment significantly impact decision-making, with public school novice music teachers often benefiting from more resources and training opportunities, thus enhancing their decision-making abilities. Further frequency analysis identified ten factors influencing decision-making levels, including policies, experience, emotions, training, and data. The results highlight the need for targeted support for novice music teachers, particularly in private schools or with less experience. Workshops, case-based teaching, and mentorship can improve their decision-making skills. Policymakers should allocate additional resources to alleviate the pressures faced by novice music teachers in private schools, thereby promoting their professional development and decision-making abilities.