The Impact of Teacher Professionalism and School Resources on Students Vocal Performance Ability through the Mediating Role of Self Efficacy among College Students in Chengdu China

Abstract

This study focuses on the broader context of Chengdu’s development as an international music capital and aims to analyze the underlying mechanisms driving the improvement of performance skills among college students majoring in vocal music. By constructing a path model linking environmental factors to individual psychological variables, the study conducted a questionnaire survey of vocal music students at multiple universities in Chengdu and performed rigorous statistical analyses using structural equation modeling (SEM).The findings reveal that both teachers’ professional competence and institutional resources exert significant positive predictive effects on vocal performance ability, with the direct influence of institutional resources being particularly pronounced. More crucially, the study confirms that self-efficacy plays a significant partial mediating role between external environmental factors and artistic performance. This suggests that external teaching support and material resources do not directly produce artistic outcomes; rather, they first reshape individuals’ professional confidence and expectations of control, thereby achieving a multidimensional enhancement of performance quality.
The findings provide practical guidance for vocal music teaching reform in Chengdu’s higher education institutions. It is recommended that educational administrators shift from a focus on mere resource accumulation to context-specific psychological empowerment. By optimizing stage performance platforms and strengthening teachers’ psychological guidance functions, a comprehensive confidence-building mechanism can be established, thereby providing robust local evidence for the application of social cognitive theory in the field of arts education.