Abstract
The purpose of this study was to describe the characteristics of male elementary general music teachers and investigate career factors from social cognitive career theory. Items included influential others (teachers, friends, and family), performance accomplishments (career-related activities in coursework, student teaching, general music positions, and professional development), and social persuasions (social factors related to teacher preparation programs, colleagues, and school setting). Responses to an online questionnaire from 140 male elementary general music teachers were analyzed with three types of statistical analyses: frequencies, independent samples t-tests, and simple linear regression. Results include demographic data and findings related to the interaction of prior experiences, career preparation, and in-service experiences. Other results indicate a wide variety of primary instruments, career trajectories, and original career intentions. Respondents identified those who influenced them, their success in coursework, and their social interactions. Suggestions for the profession include a required elementary general methods course for all preservice music teachers and a portion of student teaching in an elementary general music setting. Respondents developed teacher identities that allowed them to navigate issues related to elementary general music such as career expectations and working in a feminized profession.
