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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, USAkparkes@vt.edu
Ryan Daniel
Affiliation:
School of Creative Arts, James Cook University, Townsville, QLD 4811, Australiaryan.daniel@jcu.edu.au
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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 

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