Balancing inclusivity and musical competence
Ecec teachers' motivation to teach music through a situated expectancy-value lens
Bibliographic Data
| ID | 21717859 |
|---|---|
| Authors | Thomas Nguyen (0000-0003-3014-872X, Norwegian University of Science and Technology), Thomas T Nguyen (0000-0002-1037-3068, Norwegian University of Science and Technology, corresponding author) |
| Year | 2026 |
| Volume | 28 |
| Issue | 3 |
| Pages | 378-394 |
| Publication date | 2026-05-27 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Music Education Research (JOURNAL) |
| Journal identifiers | ISSN: 1461-3808 • E-ISSN: 1469-9893 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/14613808.2026.2642785 |
| OpenAlex | W7138295627 |
| Language | EN |
| References cited | 44 |
This study applies Situated Expectancy-Value Theory (SEVT) to examine how ECEC teachers' motivation to teach music is shaped through the interaction of expectancy beliefs, task values, socialisers and situated work environments. Qualitative data were collected through a collaborative seminar with focus groups, discussions, written reflections, and follow-up interviews involving in-service and pre-service teachers and music educators (N = 20). Reflexive Thematic Analysis identified three key themes: (1) expectancy for success; (2) achievement-related experience; and (3) teachers' task values. The findings indicate that music teaching is often perceived as optional, emerging from the interplay of individual motivation, situated professional support or discouragement, and broader cultural and contextual factors. This study illuminates a central tension in ECEC music education: between inclusive, low-threshold opportunities for informal music-making that reduce anxiety and perceived task difficulty, and the recognition of music as a discipline requiring the development of musical proficiency
Active listening · Early childhood education · Music education · Musical · Situated · Situated learning · Teaching method · Diverse Music Education Insights · Educational Theory and Curriculum Studies · Neuroscience and Music Perception
From expectancy-value theory to situated expectancy-value theory
Expectancy–Value Theory of Achievement Motivation
Factors influencing music teaching among primary and early childhood education and care generalist teachers
The construction of ‘we’ Empowering music practice in kindergarten
The significance of music in early childhood education and care of toddlers in Finland
What factors influence whether and how Norwegian kindergarten teachers sing with children? Results of a national survey
Enduring impacts of collaborative workplace music mentoring for early childhood generalist teachers, music mentors and students
Togetherness
Preschool teachers’ music-specific professional development preferences
A PRISMA review of expectancy-value theory in music contexts
Motivational Constructs Influencing Undergraduate Students’ Choices to Become Classroom Music Teachers or Music Performers
Using thematic analysis in psychology
Sample Size in Qualitative Interview Studies
| Highly cited | No |
|---|