The motivation of teachers represents an emergent area of research within psychology, where the complex and fluid nature of practitioner engagement is increasingly recognised. Underpinned by psycho-social theories, this article explores the potential of socially-situated structures and processes to develop and maintain generalist teachers’ personal involvement with music. Data is utilised from a broad, qualitative project, which involved seven case study schools in the UK, although the story of one institution is prioritised; this represents a positive example in which the school’s leadership models, support structures and socio-interactional environment contributed to increased motivation of generalist practitioners. In this school, the fact that individual teachers were able to subvert their previous negative perceptions to become fully involved with music indicates the potential for personal engagement to be enhanced through social means. This paper provides an in-depth, theoretical analysis of the processes which enabled this to occur.

中文翻译：

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应对挑战：小学音乐对通才老师的动机和参与度的影响

教师的动机代表了心理学领域的一个新兴研究领域，实践者参与的复杂性和流动性日益得到认可。在心理社会理论的基础上，本文探讨了社会定位的结构和过程在发展和保持通才教师个人对音乐的参与方面的潜力。数据来自一个广泛的，定性的项目，该项目涉及英国的7个案例研究学校，尽管优先考虑一个机构的故事。这是一个积极的例子，其中学校的领导模式，支持结构和社会互动环境促进了全科医生的积极性。在这所学校 单个教师能够颠覆他们以前的消极观念，使其完全参与音乐的事实表明，通过社交手段提高个人参与度的潜力。本文对使这种情况发生的过程进行了深入的理论分析。