Motivations, Beliefs, and Future Directions for Music Teacher Mentor Development

Abstract

The purpose of this study was to explore the motivations, beliefs, and future directions for music teacher mentor development within the context of the Oklahoma Music Educators Association’s Mentoring Program (OMP). Research questions included: (a) What motivates veteran music educators to participate in the OMP as mentors?; (b) What beliefs and assumptions do mentors hold about early-career music educators?; (c) How do mentors view their role and responsibilities within the OMP?; (d) How do formal training experiences influence mentors’ perspectives and approaches to supporting early-career music educators? This multiple case study examined the experiences of three first-time mentors and their perceptions of the mentoring role. Data collection involved interviews, observations, reflective drawings, and focus groups with music teacher mentors. Findings revealed that mentors were motivated by a desire to support the professional growth of novice teachers and to give back to the music education community. Mentors held diverse beliefs about the needs of early-career music educators, including a focus on immediate survival strategies and long-term professional growth. Perceptions of the mentor role ranged from providing emotional and procedural support to fostering reflective and independent teaching practices. Formal training influenced mentors’ approaches, offering them tools and strategies for communication, understanding mentee development, and adaptive mentoring. This study reinforces the importance of tailored mentor training programs to address music-specific challenges and the dynamic nature of mentor development. Implications for practice include refining mentor preparation programs to integrate reflective practice and adult learning principles, fostering both mentor and mentee development.