Understanding preservice music teachers’ intention to remain in the profession: An integrated model of the theory of planned behaviour and motivation theory

Abstract

Music teacher attrition represents a serious educational concern, especially among preservice music teachers due to their lack of sufficient occupational identity and commitment. However, factors influencing their decisions on remaining in/leaving the profession are not well understood. This study proposed and empirically tested a psychological decision model by integrating the theory of planned behaviour and motivation theory to explain preservice music teachers’ intention to remain in the profession. Questionnaires were administrated to 218 preservice music teachers from vocational colleges in China. The results showed that the integrated model could explain 78% of the variance in behavioural intention. Attitude, subjective norm and intrinsic motivation were identified as significant antecedents for preservice music teachers’ intention to remain in the profession, while perceived behavioural control and extrinsic motivation exerted indirect impacts on behavioural intention through mediating roles of intrinsic motivation and attitude. The findings provide important implications for the design of effective policies and strategies to attract and keep preservice music teachers in the profession.