Factors that lead students to study music education : a descriptive study.

What is attractive about becoming a music teacher? Exploring the motivations of pre-service music teachers towards the profession

“…Regarding the individual motives coded in the present study, pre-service music teachers found working in something music related to be the single most attractive motive regarding their profession. While this motive is present in the majority of the related literature on the topic (Ballantyne et al, 2012;Bergee et al, 2001;Gillespie & Hamann, 1999;Hamilton, 2016;Jones & Parkes, 2010;Kos, 2018), it is expressed in different ways, such as the 'love of music' (Ballantyne et al, 2012;Bergee et al, 2001), 'passion for music' (Hamilton, 2016;Kos, 2018) or 'enjoyment of music' (Gillespie & Hamann, 1999;Jones & Parkes, 2010). Furthermore, it is commonly topranked in the previous quantitative studies as either the first (Bergee et al, 2001;Hamilton, 2016) or second (Gillespie & Hamann, 1999;Jones & Parkes, 2010) most frequently cited reason guiding the career choice of music teachers.…”

“…In addition to the aforementioned quantitative studies, Bergee et al (2001), despite not being bound to a particular motivational theory, ranked several reasons to become a music teacher according to their participants' responses to a multiple-choice questionnaire, as follows: 'love of music' (59%), 'felt called to teach' (18%), 'desire to work with people' (5%), 'other' (5%), 'desire to conduct/perform/attain visibility' (3%) and 'teachers' benefits' (1%). In a similar manner, Hamilton (2016) identified the following reasons to become music teachers: 'Being impacted by their passion for music that they wished to share with others' (86%), 'to be a role model' (82%), 'Music education is right for me' (e.g., referring to self-identity; 72%) and 'Music performance being uncertain' (e.g., referring to job stability; 68%).…”

“…Relevant studies in this area have mainly focused on North American students as their unique participants, are mainly quantitative and often aligned with the expectancy-value motivation model (Bergee et al, 2001;Hamilton, 2016;Parkes & Daniel, 2013). Among those departing from this perspective, Parkes and Daniel (2013) found that higher expectancy beliefs were the main predictor for choosing to teach music, whereas higher intrinsic interest and attainment values drove the decision to be performers.…”

Factors Influencing the Choice of Music Studies in Malaysian Public Universities

“…Few researchers have discussed what influenced students in their decision-making when entering higher education institution (Bright, 2006;Hamilton, 2016;Gillespie & Hamann, 1999;McClellan, 2011;McClellan, 2007;Sichivitsa, 2007). However, the influence on students majoring in music has not been widely researched (Madsen & Kelly, 2002;Lindamen, 2004;Curtis, 2012).…”