Motivations of Music Teachers in BrazilPresentation Transcript
Motivation of music teachers that work in schools in the Southern region of Brazil Francine Kemmer Cernev (MA) Professor Liane Hentschke
Amazonas BrasíliaMap of Brazil São- Research: South Region Paulo Rio de Janeiro Porto Alegre
Context Lack of incentives and investment has generated frustration, discouragement and amotivation ( MARCHESI, 2008; JESUS, 2000); Students consider the class of music as an activity less important than other classes (HENTSCHKE et al. , 2009).JESUS, Saul. N. de. Motivação e formação de professores. Portugal: Quarteto Editora, 2000.MARCHESI, Álvaro. O bem-estar dos professores: competências, emoções e valores. Porto Alegre: Artmed, 2008.HENTSCHKE Liane et al. Motivação para aprender música em espaços escolares e não-escolares. ETD – Educação TemáticaDigital, Campinas, v. 10, p. 85-104, out. 2009. Número especial.
3 years Context 4 a 6 years Huberman (1995) explains that the motivations are part of the behavior of the teacher throughout his professional life cycle. 7 a 25 years Conservatism Career Stabilization Stocktaking Phase Serenity Phase and entry Phase Disengagement 25 a 35 yearsHUBERMAN, Michaël. O ciclo de vida dos professores. In: NÓVOA, A. (Org.) Vidas de professores. Porto: Porto Editora, 1995. p.31-61. 35 a 40 y
AimsTo investigate the motivation of music teachers that workat basic education;To develop and validate a scale of measurement, calledMusic Teacher Motivation Scale (MTMS).
Theoretical FrameworkSELF-DETERMINATION THEORY – SDT (DECI; RYAN) SDT focuses on types of motivation, paying particular attention to autonomous motivation, controlled motivation, and amotivation as predictors of performance, relational, and well-being outcomes (DECI, RYAN, 2008a); The Self-determination theory proposes that people’s actions are driven by three psichological needs: autonomy, competence and relatedness. (DECI, RYAN, 2008b).DECI, Edward. L.; RYAN, Richard, M. Facilitating Optimal Motivation and Psychological Well- Being Across Life’s Domains. CanadianPsychology, v. 49, n. 1, 2008(a). p 4–23.DECI, Edward. L.; RYAN, Richard, M. Self-Determination Theory: A Macrotheory of Human Motivation, Development, and Health.Canadian Psychology, v. 49, No. 3, 2008(b), p. 182–185.
Theoretical Framework Extrinsic Intrinsic Amotivation Motivation Motivation External Non regulation Introjection Identification Integration Internal regulation CONTROLLED MOTIVATION AUTONOMOUS MOTIVATIONDECI, Edward. L.; RYAN, Richard, M. Facilitating Optimal Motivation and Psychological Well- Being Across Life’s Domains. CanadianPsychology, v. 49, n. 1, 2008(a). p 4–23.
Theoretical FrameworkAUTONOMOUS Motivation MOTIVATION Motivation MOTIVATION STYLE of Style in the teachers classroom Thoughts and Style of feelings of pedagogicteachers to teach support that about their own teachers choose motivations. for their teaching. Motivation of Students
Methodology- Survey;- Self-administered questionnaire applied via internet;- Sample: 162 music teachers from southern Brazil;-Informed consent.
Methodology Example of Questions about Specific Construct - I have as an ideal contributing to optimal growth and recognition of school music education;Autonomous - Being a music teacher gives meMotivation personal satisfaction; - I feel satisfied when I see my students to engage in musical activities.
MethodologyExample of Questions about Specific Construct - The school requires that I develop music lessons with other subjects;Controlled - I think it is a waste of time to planMotivation lessons; - I do not like to be a music teacher.
Methodology Mean, standard deviation, minimum andDescriptive maximum value; Statistics Frequency and percentage. Factor analysis; Cronbach’s alpha coefficient;Inferential Pearson’s correlation coefficient; Statistics Chi-square test and Fischer’s exact test; T-test.
Validation of the ScaleStatistical analyzes validated the questionnaire, becauseaccording to the data the questionnaire had Cronbachsalpha above 0.7, stable scores and factor analysissatisfactory.Along with the statistical analysis, analysis of the items ofthe scale by independent judges proved to be valid for theperception of autonomous motivation and controlledmotivation, and expected that the results are consistentaccording to the self-determination theory.
ResultsSamplen: 162 music teachers;Male: 64Female: 98 Distribution of music teachers by gender.
ResultsDescriptive analysis revealed that most teachers have atendency to perceive autonomous motivation for teachingmusic in the School.
ResultsThere is no significant diference in perception of autonomousmotivation between teachers from public or privateinstitutions.
ResultsThe music teachers at the end of a career had moreautonomous motivation to the novice teachers.
ResultsInferential statistics using Pearson’s correlation revealed thatthere is significant correlation between questions ofAutonomous Motivation, where most of the questions hadstrong or regular correlations. (0,651 < r > 0,792 )For Controlled Motivation, Pearson’s correlation revealedsignificant correlations, but most of the questions had regularcorrelations. (0,576 < r > 0,634)
Concluding RemarksThe results indicated that teachers have autonomousmotivation for teaching;Even with a low interest of students for music lessons,teachers still feel motivated to teach;Teachers maintained their motivation throughout theirprofessional life cycle, unlike proposed by the self-determination theory;
Concluding RemarksThis study investigated teachers motivation by SDT. It isimportant to investigate and compare the motivation ofmusic teachers also in other theoretical perspectives;The creation of a scale of measurement was very importantto analyze specific actions of the music teachers in theclassroom, unlike what happens with teachers from otherclasses.
Concluding Remarks This research hopes to contribute and help teachers to understand about their own motivation and help to develop motivational strategies to increase the interest of students for music lessons; Contribute to other studies that have interest in promoting the motivation of music teachers in Brazil and other countries.Contact: firstname.lastname@example.org Articles - Site: www.ufrgs.br/ppgmusica/faprom Dissertation: http://www.lume.ufrgs.br/handle/10183/31459