Abstract

A curriculum focused on music should consider stage music anxiety because its presence inhibits self-efficacy. This study aims as objective to explore pedagogical strategies that influence self-efficacy in primary school students. A qualitative design is used through a constant comparative method, having the participation of a purposive sample comprised of three school music teachers. Data were collected through interviews and no-participant observation. Results show that stage music anxiety prevails in students' mindsets even when teachers try to promote self-efficacy. In conclusion, it is imperative to prepare teachers for self-efficacy, motivation, and anxiety from a humanizing perspective. Some implications are proposed.