Understanding preservice music teachers’ intention to remain in the profession: An integrated model of the theory of planned behaviour and motivation theory

Abstract

Music teacher attrition represents a serious educational concern, especially among preservice music teachers due to their lack of sufficient occupational identity and commitment. However, factors influencing their decisions on remaining in/leaving the profession are not well understood. This study proposed and empirically tested a psychological decision model by integrating the theory of planned behaviour and motivation theory to explain preservice music teachers’ intention to remain in the profession. Questionnaires were administrated to 218 preservice music teachers from vocational colleges in China. The results showed that the integrated model could explain 78% of the variance in behavioural intention. Attitude, subjective norm and intrinsic motivation were identified as significant antecedents for preservice music teachers’ intention to remain in the profession, while perceived behavioural control and extrinsic motivation exerted indirect impacts on behavioural intention through mediating roles of intrinsic motivation and attitude. The findings provide important implications for the design of effective policies and strategies to attract and keep preservice music teachers in the profession.

Why (not) be a music teacher? Exploring pre-service music teachers’ sources of concern regarding their future profession

“…Finally, an overall salient result of the present case study is that the sources of concern for PSMTs are mainly inherent and intrinsic aspects of the profession, which is problematic given the role of intrinsic motivation in teacher attrition (Qin & Tao, 2021). For example, assessing and teaching groups of students, both of which are crucial duties to (music) teachers, were found to be significant issues of concern.…”

“…The literature on career attrition, stress and burnout may also provide valuable insights into the researched topic. Research on these fields from the perspective of PSMTs is scarce and suggests that intrinsic motivation is the best predictor of the intention to remain in the profession, while extrinsic motivation exerts only a minor effect (Qin & Tao, 2021). Among early-career music teachers, the quality of the teacher education is also a key factor, especially in relation to pedagogical content knowledge (Ballantyne & Packer, 2004) and 'hands-on' experiences (Roulston et al, 2005).…”

Research on influencing factors of college teachers’ second child fertility intentions——Taking Jinan as an example

“…This theory has been widely applied in a wide range of disciplines. For example, TPB is used to study energy-saving behavior [ 39 – 41 ], product purchase behavior [ 42 ], learning management system adoption behavior [ 43 , 44 ], tourism behavior [ 45 ], the sustainable use behavior of shared bicycle users [ 46 ], consumers’ purchase behavior of green products [ 47 ], accommodation choice behavior [ 48 ], and career choice behavior [ 49 ]. Some scholars have also used TPB to study the factors influencing fertility intentions [ 50 , 51 ].…”

Teaching in the shadows: Exploring teachers’ intentions and behaviors towards private tutoring in Bangladesh

“…Ajzen’s [ 61 ] theory of planned behavior (TPB) postulates that behavior is a product of intentions [ 62 ]. It identifies three conceptual determinants of behavioral intention: (i) attitudes towards behavior, (ii) subjective norms, and (iii) perceived behavioral control [ [63] , [64] , [65] ]. Specifically, attitude is a person’s “beliefs about performing certain behaviors” [ 66 ].…”