Motivations impacting upon music instrument teachers’ decisions to teach and perform in higher education created by Kelly A. Parkes and Ryan Daniel

By:

Parkes, Kelly A [author]

Contributor(s):

Daniel, Ryan [co-author]

Material type: Text

TextSeries: British Journal of Music Education ; Volume 30, number 3Cambridge: Cambridge University Press, 2013Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

02650517

Subject(s):

Music Education -- Online Surveys -- Music Teachers

LOC classification:

ML5 BRI

Online resources:

Click here to access online

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.

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Holdings
Item type	Current library	Call number	Vol info	Copy number	Status	Notes	Date due	Barcode
Journal Article	Main Library Journal Article	ML5 BRI (Browse shelf(Opens below))	Vol. 30, no. 3 (pages 397-414)	SP18159	Not for loan	For in house use

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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.

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