Motivation in the classroom: Insights into beginning teachers beliefs to teach music and the arts for students aged 9-15 years

Abstract

In 2005, a National Review of School Music (Centre for Learning, Change and Development, 2005) raised a number of questions in relation to the teaching of music and the arts in schools. Recommendations included increasing the school hours dedicated to the arts, resources available in school and an increase in the duration and nature of pre-service teacher education courses. While the review provided some insight into teacher development, greater exploration of teacher beliefs about music is necessary, especially as they begin teaching careers. According to self-efficacy theory, the beginning years of teaching are crucial to future teaching practice as beliefs are developed and formed (Bandura, 1997). Once this period is over, theory further suggests that beliefs are resistant to change (Bandura, 1997). This paper seeks to explore beginning teacher beliefs about the teaching of music and arts education, by investigating self-reported motivators of beginning generalist teachers from a beliefs perspective. In 2008, I collected 201 questionnaires from beginning teachers throughout Queensland (years 4-9), focusing on their beliefs about teaching music and arts education. Questions focused on what currently motivates beginning teachers to teach music and the arts and what would motivate beginning teachers more. Findings suggest key areas that motivate and de-motivate beginning teachers towards the arts; for example, student enjoyment and personal learning. Findings provide key messages for schools, administrators and policy makers about motivational beliefs of teachers of their own and their students' engagement in music and the arts.