Hostname: page-component-cc8bf7c57-qfg88 Total loading time: 0 Render date: 2024-12-11T22:57:40.311Z Has data issue: false hasContentIssue false
  • English
  • Français

Motivations impacting upon music instrument teachers’ decisions to teach and perform in higher education

Published online by Cambridge University Press:  19 June 2013

Kelly A. Parkes  and
Ryan Daniel
Kelly A. Parkes
Affiliation:
Suite 322B, War Memorial Hall, 370 Drillfield Dr., Virginia Tech., Blacksburg, VA 24061, [email protected]
Ryan Daniel
Affiliation:
School of Creative Arts, James Cook University, Townsville, QLD 4811, [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

The purpose of this study was to explore why highly trained musicians choose to teach in higher education. An international population from nine countries of music instrument teachers was sampled via online survey, to determine their reasons for teaching in higher education. Motivational constructs from the expectancy-value framework were used, and data were analysed statistically and qualitatively for themes. Findings show that participants held significantly higher expectancy beliefs about teaching than performing, and significantly higher intrinsic interest value beliefs about performing than about teaching. All six constructs were positively correlated with cost for music performing and teaching predicting the most variance.

Type
Research Article
Information
British Journal of Music Education , Volume 30 , Issue 3 , November 2013 , pp. 397 - 414
Copyright
Copyright © Cambridge University Press 2013 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

ABELES, H. (2011) Designing effective music studio instruction. In Ward-Steinman, P. M. (Ed.), Advances in Social-psychology and Music Education Research (pp. 19–28). Burlington, VT: Ashgate.Google Scholar
COULSON, S. (2010) Getting ‘Capital’ in the music world: musicians’ learning experiences and working lives. British Journal of Music Education, 27, 255–270.Google Scholar
COVINGTON, M. (1992) Making the Grades: A Self-worth Perspective on Motivation and School Reform. New York: Cambridge University Press.Google Scholar
CSIKSZENTMIHALI, M. (1988) The flow experience and its significance for human psychology. In Csikszentmihalyi, M. & Csikszentmihalyi, I. S. (Eds), Optimal Experience (pp. 14–35). Cambridge, MA: Cambridge University Press.Google Scholar
DUKE, R. A. & SIMMONS, A. L. (2006) The nature of expertise: narrative descriptions of 19 common elements in the lessons of three renowned artist-teachers. Bulletin for the Council of Research in Music Education, 170, 7–19.Google Scholar
ECCLES, J. S. (2005) Subjective task value and the Eccles et al. model of achievement-related choices. In Elliot, A. & Dweck, C. (Eds), Handbook of Competence and Motivation (pp. 105–121). New York: Guilford Press.Google Scholar
ECCLES, J. S. & WIGFIELD, A. (1995) In the mind of the actor: the structure of adolescents’ achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21, 215–225. doi:10.1177/0146167295213003.Google Scholar
ECCLES, J., ADLER, T. F., FUTTERMAN, R., GOFF, S. B., KACZALA, C. M., MEECE, J. L. & MIDGLEY, C. (1983) Expectancies, values, and academic behaviors. In Spence, J. T. (Ed.), Achievement and Achievement Motivation (pp. 75–146). San Francisco, CA: Freeman.Google Scholar
ECCLES, J., ADLER, T. & MEECE, J. (1984) Sex differences in achievement: a test of alternate theories. Journal of Personality and Social Psychology, 46, 26–43.Google Scholar
FENSTERMACHER, G. D. & RICHARDSON, V. (2005) On making determinations of quality in teaching. Teachers College Record, 107, 186–213.CrossRefGoogle Scholar
FREDRICKSON, W. E. (2007) Music majors’ attitudes toward private lesson teaching after graduation: a replication and extension. Journal of Research in Music Education, 55, 326–343. doi:10.1177/0022429408317514.Google Scholar
HALLAM, S. (2002): Musical motivation: towards a model synthesising the research. Music Education Research, 4, 225–244.Google Scholar
JONES, B. D. & PARKES, , , K. A. (2010) The motivation of undergraduate music students: the impact of identification and talent beliefs on choosing a career in music education. Journal of Music Teacher Education, 19, 41–56.Google Scholar
JONES, B. D., PARETTI, M. C., HEIN, S. F. & KNOTT, T. W. (2010) An analysis of motivation constructs with first-year engineering students: relationships among expectancies, values, achievement, and career plans. Journal of Engineering Education, 99, 319–336.CrossRefGoogle Scholar
LEHMANN, A. C. (2011) How past assessments impact current music educators’ job enjoyment. Research presentation at the Third International Symposium on Assessment in Music Education, Music Assessment across Cultures and Continents: The Culture of Shared Practice. Bremen, Germany.Google Scholar
MEECE, J. L., WIGFIELD, A. & ECCLES, J. S. (1990) Predictors of math anxiety and its consequences for young adolescents’ course enrollment intentions and performances in mathematics. Journal of Educational Psychology, 82, 60–70.CrossRefGoogle Scholar
MILLS, J. (2004a) Working in music: becoming a performer-teacher. Music Education Research, 6, 245–261.Google Scholar
MILLS, J. (2004b) Working in music: the conservatoire professor. British Journal of Music Education, 21, 179–198.Google Scholar
PARKES, K. A. & JONES, B. D. (2012) Motivational constructs influencing undergraduate students’ choices to become classroom music teachers or music performers. Journal of Research in Music Education, 6, 101–123.Google Scholar
RICKELS, D. A., COUNCILL, K. H., FREDRICKSON, W. E., HAIRSTON, M. J., PORTER, A. M. & SCHMIDT, M. (2010) Influences on career choice among music education audition candidates: a pilot study. Journal of Research in Music Education, 57, 292–307.Google Scholar
SLAWSKY, M. (2011) Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy: An Exploratory Study of Challenges, Solutions, Resources, Reflections, and Suggestions for the Future. University of South Florida PhD dissertation. http://scholarcommons.usf.edu/etd/3352/ (accessed 5 July 2012).Google Scholar
WELCH, G., PURVES, R., HARGREAVES, D. J. & MARSHALL, N. (2010) Reflections on the ‘Teacher identities in music education’ [TIME] project. Action, Criticism, and Theory for Music Education, 9 (2), 11–32. http://act.maydaygroup.org/articles/Welch9_2.pdf (accessed 5 July 2012).Google Scholar
WEXLER, M. (2009) Investigating the secret world of the studio: a performer discovers research. Musical Perspectives, Spring. http://www.musicalperspectives.com/Site/Archives.html (accessed 5 July 2012).Google Scholar
WIGFIELD, A. (1994) Expectancy-value theory of achievement motivation: a developmental perspective. Educational Psychology Review, 6, 49–78.Google Scholar
WIGFIELD, A. & ECCLES, J. S. (1992) The development of achievement task values: a theoretical analysis. Developmental Review, 12, 265–310.Google Scholar