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Pre-service music teachers' satisfaction: person–environment fit approach

Published online by Cambridge University Press:  02 July 2012

Serkan Perkmen ,
Beste Cevik  and
Mahir Alkan
Serkan Perkmen*
Affiliation:
Balikesir Üniversitesi Necatibey Egitim Fakultesi BOTE, Balikesir, [email protected]
Beste Cevik
Affiliation:
Balikesir Üniversitesi Necatibey Egitim Fakultesi Muzik Egitimi, Balikesir, [email protected]
Mahir Alkan
Affiliation:
Balikesir Üniversitesi Fen Edebiyat Fakültesi Kimya Bölümü, Balikesir, [email protected]
*
Corresponding author: Serkan Perkmen.
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Abstract

Guided by three theoretical frameworks in vocational psychology, (i) theory of work adjustment, (ii) two factor theory, and (iii) value discrepancy theory, the purpose of this study was to investigate Turkish pre-service music teachers' values and the role of fit between person and environment in understanding vocational satisfaction. Participants were 85 students enrolled in the department of music education in a Turkish university. The Minnesota Importance Questionnaire (MIQ) was used to examine the participants’ values in six dimensions: achievement, comfort, status, altruism, safety and autonomy. Results revealed that the pre-service teachers value achievement most followed by autonomy, which suggests that they would like to have a sense of accomplishment and control in their future job. The degree to which their values fit their predictions about future work environment was found to be highly correlated with vocational satisfaction. These results provided evidence that the vocational theories used in the current study offers a helpful and different perspective to understand the pre-service teachers' satisfaction with becoming a music teacher in the future. We believe that researchers in the field of music education may use these theories and MIQ to examine the role of values in pre-service and in-service music teachers' job satisfaction.

Type
Research Article
Information
British Journal of Music Education , Volume 29 , Issue 3 , November 2012 , pp. 371 - 385
Copyright
Copyright © Cambridge University Press 2012

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