Beyond Motivation:Enhancing Training Satisfaction and Application Confidence through Graphic Notation-Based Training for Preschool Music Teachers

Graphic notation has been widely recognized as an effective visual tool for supporting music perception and expression, particularly in early childhood education contexts. However, the effectiveness of graphic notation pedagogy largely depends on teachers’ professional training experiences and their confidence in applying such approaches in real classroom settings. Drawing on a practice-oriented teacher training program, this study investigates how graphic notation-based training influences preschool music teachers’ training satisfaction and instructional application confidence. Data were collected through post-training reflective reports and structured feedback from preschool music teachers who participated in a six-session training module. The results indicate that perceived training effectiveness was strongly associated with teachers’ satisfaction with the training process and their confidence in applying graphic notation strategies, whereas initial learning motivation appeared to play a less decisive role. These findings suggest that visually grounded and practice-oriented training designs can effectively support pedagogical transfer and enhance instructional confidence in preschool music education.