ERIC Number: EJ1112548
Record Type: Journal
Publication Date: 2016-Oct
Abstractor: As Provided
Reference Count: 26
Doctoral Students in Music Education: Occupational Identity, Career Intent and Commitment, and Confidence for Teaching in Higher Education
Martin, Lisa D.
Journal of Music Teacher Education, v26 n1 p13-27 Oct 2016
The purpose of this study was to examine music education doctoral students' shifting occupational identity beliefs, career intent and commitment, and overall confidence for teaching in higher education. A total of 124 music education doctoral students, enrolled at 29 institutions of higher education in the United States, completed a onetime, 29-item online questionnaire. Participants identified more strongly as music teacher educators than as K-12 music teachers, and they were more committed to pursuing a career in higher education than K-12 teaching on completing their degree. However, participants who taught K-12 music concurrently during the degree were more likely to consider returning to K-12 teaching on degree completion. Music education doctoral students demonstrated confidence in their ability to train future K-12 music educators but lacked confidence in their ability to achieve a high-quality life balance in higher education. Implications for music education doctoral programs are discussed.
Descriptors: Doctoral Programs, Music Education, Graduate Students, Professional Identity, Career Choice, Work Ethic, Teaching (Occupation), Self Efficacy, Online Surveys, Questionnaires, Beliefs, Likert Scales, Teaching Experience, Student Attitudes, Attitude Change, Factor Analysis, Statistical Significance, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A