Objective:
Voice is a core teaching tool that supports communication and classroom engagement. This study explores how previous musical training (PMT) influences the vocal self-concept of prospective teachers, an area with limited research. Prior studies show that musical experience enhances vocal confidence, competence, and emotional well-being, encouraging the use of singing as a pedagogical resource. However, the specific relationship between musical background and vocal self-concept remains underexamined. This study aims to analyze how PMT shapes teachers’ perceptions of their vocal abilities, beliefs about singing competence, and emotional responses, as well as how these factors influence confidence, well-being, and willingness to use singing in teaching.

Methods
This cross-sectional study was conducted in teacher education programs at six Spanish universities during 2024–2025. Data were collected through an online questionnaire completed by 652 students, 117 with previous musical training (PMT) and 535 without (no-PMT). The survey explored multiple dimensions of vocal self-concept, beliefs about singing, and included the VHI-10. Group differences were analyzed using non-parametric tests and independent-samples t-tests.

Results:
The results revealed significant group differences across multiple dimensions. Participants with Earlier Musical Training (PMT) exhibited better well-being (p=0.002), greater confidence in singing (p<0.00), more favorable self-perceptions of vocal attributes (intonation (p<0.001), beautiful voice (p<0.001), expressiveness (p=0.009), and strain (p<0.001)), and less discomfort performing in front of other adults (p=0.004). No significant differences were found in VHI-10 scores between groups, showing no link between PMT and vocal limitations. PMT group also recalled more frequent singing experiences throughout their education (p<0.001) and indicated that singing is more integrated into their present social (p=0.001) and family environments (p<0.001). These suggest a developmental trajectory more deeply rooted in vocal performance.
Conclusions:
Previous musical training (PMT) enhances vocal self-concept and fosters a healthier emotional relationship with singing. Consistent with prior research, musical experience strengthens confidence and perceived competence in vocal use, encouraging teachers to incorporate singing as a pedagogical tool. These findings underscore the educational value of musical experience and the importance of addressing vocal self-concept in teacher education.