The Career Interests, Choices, And Self-Efficacy Of Male Elementary General Music Teachers

Abstract

The purpose of this study was to describe the characteristics of male elementary general music teachers and investigate factors that influence their career interests, choices, and self-efficacy. Three research questions guided this study: (a) How do models (teachers, peers, and family) influence career interests, choices, and self-efficacy of male elementary general music teachers? (b) How do performance accomplishments (teaching and music performance experiences) influence career interests, choices, and self-efficacy of male elementary general music teachers? (c) How do social persuasions (social factors related to teacher preparation programs, colleagues, school setting, and peers) influence career interests, choices, and self-efficacy of male elementary general music teachers? Data were collected using an online questionnaire, The Male Elementary Music Teacher Career Measure (MEMTCM) based on constructs from Social Cognitive Career Theory. The instrument was a three-part questionnaire. Part 1 gathered descriptive information about the respondents. Part 2 collected information related to the three constructs of interest in the study: models, performance accomplishments, and social persuasion. Part 3 was designed to collect demographic and qualitative information. Validity was established with cognitive interviewing and review by an expert panel. Data were collected from 140 male elementary general music teachers using a purchased research base. A systematic sample was drawn from approximately 7300 possible participants. Respondents’ ages ranged from 24-80. Results indicated that the majority of respondents were Non-Hispanic White or Euro-American, had earned graduate degrees, and taught at public schools. The largest number of respondents reported voice as their primary instrument followed by piano and saxophone. Upon entering college, an equal number of respondents intended to teach secondary band and elementary general music followed by intentions to teach secondary choral. Most respondents had a female elementary general music teacher and did not have elementary general music when they were children. Several respondents reported no experience in ensembles, methods courses, and student teaching. Most respondents chose music education as a first career. Elementary general music was the first music teaching position of most respondents although it was not the first music teaching position for over a third of the respondents. Data were analyzed with five types of statistical analyses: frequencies, independent t-tests, analysis of variance (ANOVA), simple linear regression and correlation analysis. Results indicated that those who intended to teach elementary general music upon entering college were more influenced by models and had positive opinions of teaching experiences. Among models, high school ensemble directors and student teaching mentors were the most influential. Student teaching experience, workshops, graduate courses, and administrator evaluations were rated among the highest performance accomplishments. Social interactions with students and parents were the highest scoring variables. College professors were the greatest sources of negativity regarding elementary general music. Suggestions for the profession include encouraging the study of methods such as Orff, Dalcroze, and Kodály. Other suggestions include encouraging male students to take an elementary general methods course. In addition, universities could include a portion of student teaching in an elementary general music setting.