Quality music teaching by quality music teachers is essential for a good musical education. To examine factors that may encourage strong students to become music teachers, this study expanded Gillespie and Hamann's (1999) survey of music education students. Respondents were asked to indicate substantive influences on their decision to become a music teacher and for suggestions to encourage other young people to enter the field. Responses were examined within the frame of Social Cognitive Career Theory (Lent, Brown & Hackett, 1994, 2002) and prior music education research. Commonly stated influences were important others and the love of music. Recruitment suggestions included providing teaching opportunities and demonstrating job satisfaction. Future research examining the role of self-efficacy in developing interest is recommended.
|Original language||English (US)|
|Number of pages||11|
|Journal||Bulletin of the Council for Research in Music Education|
|State||Published - Dec 1 2008|
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