European Journal of Educational Research Volume 8, Issue 2, 535 - 543. ISSN: 2165-8714 http://www.eu-jer.com/ Analysis of the Parental Support Perceived by Pre-Service Music Teachers in Instrumental Education in Line with Some Variables: Uludag University Sample Ecehan Arslanhan Uludag University, TURKEY Hatice Onuray Egilmez * Uludag University, TURKEY Doruk Engur Uludag University, TURKEY Received: January 22, 2019 ▪ Revised: March 21, 2019 ▪ Accepted: March 25, 2019 Abstract: In this study, it was aimed to examine existing condition of parental support taken by pre-service music teachers in instrumental education according to some variables and to determine the relationship between them. 123 students, who study in Uludag University Department of Music Education, constitute the sample of the research. The data collected with “Parental Support Scale Perceived in Instrumental Education” is analyzed with t-test, ANOVA and Mann-Withney U test. The results demonstrated that parental support perceived in instrumental education does not change according to gender, living together/separate status of parents, mother’s working/not working status, income level of parents or students living together/separate with parents’ status. Nevertheless, when the class level increases, the parental support perceived in instrumental education decreases. Also, it is determined that the students who has someone playing musical instrument in their family has higher points for parental support perceived in instrumental education. There was a significant linear trend, indicating that as the education level of mother increased, both the sub-dimensions and total scores of parental support perceived in instrumental education increased proportionately. On the other hand, as the education level of father increased, only the total scores increased proportionately. Keywords: Instrumental education, parental support, pre-service music teachers To cite this article: Arslanhan, E., Egilmez, H. O., & Engur, D. (2019). Analysis of the parental support perceived by pre-service music teachers in instrumental education in line with some variables: Uludag University Sample. European Journal of Educational Research, 8(2), 535-543. doi: 10.12973/eu-jer.8.2.535 Introduction In Turkey, departments of music education within faculties of education are the institutions that prepare music teachers by providing music training. In the most of aforementioned institutions, the curriculum implemented by the Council of Higher Education (CoHE) in 1998 was applied until the new program planned to be implemented in the 2018-2019 school year was put into effect. The 1998 program includes courses on general knowledge, music field lessons, and teaching profession knowledge. According to Tanriverdi (as cited in Ozen, 2004) in Department of Music Education instrument education continues for 8 semesters under the courses entitled 'Individual Instrument Education' which has functions such as increasing the skills of students, enriching the knowledge about music, reaching the music admiration to a higher level (Topalak, 2013). In addition to the Individual Instrument Education course, in the Department of Music Education, there are also training of various instruments within the scope of piano and traditional instruments and school instruments course. It is stated that playing an instrument plays an active role as a source when identifying and integration of the individual with himself/herself, expressing emotions, and socialization, and is also an important dimension of the art of music (Cilden, 2001; Ozdemir & Yildiz, 2010). According to Burubatur (2006), it can be said for playing an instrument who expressed as 'a physical act which requires intensive effort and concentration' has given many qualifications in professional sense to pre-service music teachers. "The music educator candidate will learn musicianship with the knowledge and skills s/he will gain in the instrument, develop his/her talent through positive developments in the instrument, and develop self-confidence by establishing better communication with his/her environment" (Topalak, 2013). Pre-service music teachers will actively use their instruments in many activities that they will implement in their future teaching life in the direction of instrumental education they have experienced in the Department of Music Education, and this will provide important life-long opportunities for them. It is a driving force for the teacher to instill music to his/her students because of the good playing ability of the * Corresponding author: Hatice Onuray Egilmez, Department of Music Education, Faculty of Education Uludag University, Turkey  haticeegilmez@gmail.com