Research to date has extensively illustrated the contribution of arts education to students’ general development (Harland, Kinder, Lord, Stott, Schagen, & Haynes, 2000). Besides the embedment of arts as separate subject in the school curriculum, the integration in non-arts classes can bring considerable benefits to students’ growth (Best, 1995). When exposed to arts-integrated instruction, students report being more intrinsically motivated and independent in learning, redirecting learning barriers into learning challenges and focussing more on understanding (DeMoss & Morris, 2002). 

Despite these beneficial effects, several obstacles still hinder teachers from implementing arts in their classroom practice, such as teachers’ lack of experience and confidence with such practices (Oreck, 2004; Seidel, Tishman, Hetland, Palmer, & Winner, 2009). Still, arts-based teaching can refresh educational practices in general (De Backer, Lombaerts, De Mette, Buffel, & Elias, 2012). Research has shown that art teachers who do feel confident about their teaching practice have internalized an innovative approach to teaching. More specifically, they are less achievement orientated, more flexible in curriculum design, turn out to be more aware of the different aspects of their students’ abilities and personalities and have better student – teacher relationships (Horowitz, 2000; Burton, Horowitz, & Abeles, 1999, 2000). Furthermore, arts education opens the door for teaching practices that stimulate student autonomy and the development of effective self-regulated learning strategies. For example, the development of tests that combine all learning fields, and active participation of learners during excersises (De Backer, Lombaerts, Peeters, & Elias, 2012;  DeMosse & Morris, 2002). Self-regulated learning, involving high levels of metacognition and intrinsic motivation, can be categorized into three three phases: one before learning efforts (forethought), one during behavioural implementation (performance) and another one after each learning effort (self-reflection) (Zimmerman, 2002). The benefits of well-developed self-regulated learning skills for students’ achievement, wellbeing and life long learning have been explicitly demonstrated in research (Cleary & Zimmerman, 2004; Perry & Vandekamp, 2000; Zimmerman, 2002) and emphasized in European education policy (Dumont et al., 2010) and should therefore be a point of continuous focus in secondary education.

Considering the relevance of teacher confidence in integrating arts into classroom practice, the present paper reports a study examining (1) teachers’ confidence about and (2) success in applying arts into their daily teaching practice. Furthermore, we investigate which teacher characteristics (3) explain best an intensive use of arts. Due to the striking link between arts practices and self-regulation, and having in mind the positive relation between self-regulated learning and student achievement (Cleary & Zimmerman, 2004; Perry & Vandekamp, 2000; Zimmerman, 2002), this paper will also examine secondary school teachers’ support for student autonomy and self-regulated learning (4) and investigate its relation with teachers’ use of arts (5). 

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