Date of Conferral

2022

Degree

Ph.D.

School

Education

Advisor

John Flohr

Abstract

Public school policies that prioritize the growth and success of core academic subject areas can lead to the neglect or devaluation of other subjects, including music education. Because school administrators act as enforcers of such policies, music teachers may perceive administrators as unsupportive, which may influence these teachers’ motivation. The purpose of this study was to explore the extent to which music teachers’ perception of principal support for music education predicted their self-reported motivation for teaching music. Maehr’s personal investment theory, which states that individuals exert greater effort on tasks that exhibit a higher likelihood of equal return, was the framework for the study. A sample of 52 music teachers in the United States participated in this quantitative study. Non-music teachers were not eligible for participation. The two instruments used in the study were the Motivational Orientation Inventory and the Principal Support Survey. Data were analyzed using descriptive statistics and ordinal logistic regression analysis. The odds of motivation among music teachers increases by 1.030 for every unit of increase in administrative support. While a large percentage (42.3%) of music teachers have self-reported to have maintained motivation to teach music, the majority (44.2%) report neutrality in their level of motivation. The majority also express a neutral perception of administrative support that is slightly higher than the mean average. Study results suggest music teachers feel generally motivated to teach with given supports. Potential for positive social change implications include updated policies that favor increased support of music education, increased determination and diligence among music teachers, as well as more positive holistic outcomes for students.

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