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Preparing the Next Generation of Music Teachers: Illuminating Motivations of Nebraska Preservice Teacher Mentors
Abstract
This mixed methods study examined factors influencing practicing educators' decisions to mentor preservice teachers in Nebraska. Guided by Expectancy-Value-Cost Theory, the study utilized a sequential explanatory design, integrating a quantitative survey design and qualitative phenomenological interview. Findings indicated that educators' belief in their mentoring ability or Expectancy-Ability Belief (EAB) significantly predicted their willingness to mentor, with PK-12 music educators exhibiting higher EAB scores than elementary or high school music educators. Qualitative insights highlighted reciprocal benefits of mentoring, such as skill development and professional growth. The impact of the COVID-19 Public Health Emergency on mentoring experiences varied among participants. Recommendations included fostering collaborative relationships between music teacher education programs and educators to enhance mentorship experiences and promote retention. This study underscores the importance of supportive environments for effective mentorship, benefiting all stakeholders in music education.
Subject Area
Music education|Teacher education|Music
Recommended Citation
Chapman, Emily Marie, "Preparing the Next Generation of Music Teachers: Illuminating Motivations of Nebraska Preservice Teacher Mentors" (2024). ETD collection for University of Nebraska-Lincoln. AAI31293259.
https://digitalcommons.unl.edu/dissertations/AAI31293259