McNally, Marie;
(2023)
Motivation in Instrumental Music Teachers working in Whole Class Music Teaching.
Doctoral thesis (Ph.D), UCL (University College London).
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Abstract
The factors that lead to musical engagement in schools have been widely investigated (Adams et al., 2010; Creech et al., 2010; Hallam & Himonides, 2022), with much research considering the experience of the child (Griffiths, 2018), or the holistic effect on children and schools (Bamford & Glinkowski, 2010; Vispoel & Austin, 1993). Other research has addressed policy (Savage, 2020), identity (Hargreaves et al., 2016), and instrumental uptake numbers (S. Hallam et al., 2008; S. Hallam, 2010; Lamont & Maton, 2008). However only a small amount of research has investigated the lived experience of the visiting music teacher (D. Baker, 2005) and the motivation to teach whole class music. This thesis focusses on teachers who engage in teaching an instrument to a whole class of around 30 children at once and the personal motivation of those teachers. Findings showed that common work based motivational factors such as salary and promotion were not relevant, but instead the engagement with music and communication and relatedness with the students and ensemble were foremost factors in career choice. A new framework of motivation for music teaching has been developed based on Self Determination Theory (Deci & Ryan, 2010), namely the Self Determination Theory - Music (SDT-M) . The use of the new model focuses on why the key components of autonomy, relatedness and competence in the context of this work may provide the basis for a needs analysis for the motivation of music teachers. In turn this may impact how music providers can best support teaching and learning. It is hoped that by adopting this model of understanding, practitioners will have greater agency into regional policy, improve working conditions and positively impact the quality of music provision. The study was undertaken through a mixed-method approach comprising a first stage of (n= 154) questionnaires, followed by a second stage (n=18 ) semi-structured interviews, analysed using thematic analysis (Braun & Clarke, 2006).
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ph.D |
| Title: | Motivation in Instrumental Music Teachers working in Whole Class Music Teaching |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2023. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10175467 |
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