In this study, the relation of the effectiveness of the instrument teacher to student motivation is observed. In the study, the data obtained from the individual instrument student motivation scale of undergraduate students receiving instrument training and the scales obtained with the teacher effectiveness scales were processed and evaluated. The answers of the students on how they perceive their teachers in terms of effectiveness and their level of instrument motivation were obtained. Students of the department of music education in state colleges in the provinces of Tokat and Nigde in Turkey participated in the study. The study is in the quantitative, relational scanning model. As a result, despite a low level of overall motivation, students' motivation for success is relatively high. Students describe their teachers as effective. The personal and professional effectiveness of teachers is related to the motivation levels of students. Results of this study on student motivation and teacher effectiveness provides support in the context of instrument education with its findings similar to the literature. The present study, which finds the relationship between teacher effectiveness and student motivation in terms of working motivation in instrument education; showed that student's working motivation can change according to both personal and professional characteristics of the teacher. If the personal and professional characteristics of the teacher are perceived as effective by the student, the motivation level of the student increases. It is possible to say that whether the student will work on the instrument or how much he/she will work, may depend on the characteristics of the teacher. According to the findings of the present study, no significant relationship was found between the success motivation, unmotivation and the effectiveness of the teacher.


Instrument training, teacher effectiveness, student motivation