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Exploring motivation in music teachers: the case of three primary schools in Spain

Published online by Cambridge University Press:  27 August 2020

Rolando Angel-Alvarado ,
Olga Belletich  and
Miguel R. Wilhelmi
Rolando Angel-Alvarado*
Affiliation:
Music Institute, Alberto Hurtado University, 31 Almirante Barroso Street, Santiago, Chile
Olga Belletich
Affiliation:
Departamento de Ciencias Humanas y de la Educación, Universidad Pública de Navarra, Navarre, Spain
Miguel R. Wilhelmi
Affiliation:
Departamento de Estadística, Matemáticas e Informática, Universidad Pública de Navarra, Navarre, Spain
*
Corresponding author. Email: rolando.angel.alvarado@gmail.com
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Abstract

Music teachers enjoy carrying out teaching tasks; indeed, such pleasure may be perceived even when authoritarian pedagogical methods are applied. In this study, we will explore music teacher motivation in classroom settings, collecting data from three educators through psychological scales, lesson observations and personal interviews. Results indicate that teacher motivation in classroom settings is affected by five internal and five external factors. Therefore, the study allows concluding that teacher motivation is also satisfied or thwarted by ideas that school members have about music education. Some practical implications are suggested.

Keywords

Music teacher motivationself-determination theoryautonomous motivationbasic psychological needsteacher beliefs
Type
Articles
Information
British Journal of Music Education , Volume 37 , Issue 3 , November 2020 , pp. 196 - 206
Copyright
© Cambridge University Press 2020

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