B. J. Music Ed. 2013 30:3, 397–414 C  Cambridge University Press 2013 doi:10.1017/S0265051713000193 First published online 19 June 2013 Motivations impacting upon music instrument teachers’ decisions to teach and perform in higher education Kelly A. Parkes 1 and Ryan Daniel 2 1 Suite 322B, War Memorial Hall, 370 Drillﬁeld Dr., Virginia Tech., Blacksburg, VA 24061, USA 2 School of Creative Arts, James Cook University, Townsville, QLD 4811, Australia kparkes@vt.edu, ryan.daniel@jcu.edu.au The purpose of this study was to explore why highly trained musicians choose to teach in higher education. An international population from nine countries of music instrument teachers was sampled via online survey, to determine their reasons for teaching in higher education. Motivational constructs from the expectancy-value framework were used, and data were analysed statistically and qualitatively for themes. Findings show that participants held signiﬁcantly higher expectancy beliefs about teaching than performing, and signiﬁcantly higher intrinsic interest value beliefs about performing than about teaching. All six constructs were positively correlated with cost for music performing and teaching predicting the most variance. Introduction The teaching of musical instruments in what is sometimes referred to as the applied studio continues to gain attention in the literature. At the higher education (tertiary or university) level, it is a core element of the majority of undergraduate and graduate curricula. While in recent years there has been a growing body of literature about the nature of the learning environment and the interactions within the studio (private lesson), there is a limited body of work that explores the issues around why advanced musicians choose to commence working as a music instrument teacher at the higher education level. Hence, the focus of this paper is in relation to what factors motivate advanced musicians to engage and continue in the career of music instrument teaching in higher education. In examining motivation, the constructs (i.e. intrinsic interest value, attainment value, utility value, expectancy, ability and cost) of the expectancy-value framework of Eccles et al. (1983) are used to answer the following research questions. (1) What might teachers say are reasons that illustrate their choices to teach? (2) Are there differences in the beliefs (expectancy, ability, intrinsic interest, attainment, utility and cost) teachers have about instrument teaching and music performing? (3) What are the relationships between the six motivational constructs (expectancy, ability, intrinsic interest, attainment, utility and cost) in the expectancy-value model and the current career satisfaction of teachers? (4) Which of the six constructs in the expectancy-value model might predict the likelihood of a teacher staying satisﬁed with both teaching and performing? 397