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An Interpretation Music Teacher Training According to Vroom's International Journal of Technology and Inclusive Education (IJTIE) , Volume 2, Issue 1, June 2013 An Interpretation Music Teacher Training according to Vroom’s Expectation Theory Sibel Çoban Marmara University, Atatürk Education Faculty, Fine Arts Department Abstract L.W. Porter. Expectation theory aims to explain the relationship between the performance and the result This study aims to reveal the expectations of [5]. Motivation-oriented expectation theory is a candidate music teachers (n=170), concerning process theory. It reveals the reasons why a person teacher training. The study was performed using a prefers a behavioral option to others [6]. “The basis descriptive methodology. A survey, usinga 5-point of the theory is related to the view that the decisions Likert-type scale, was used toreveal how the training of individuals motivate them, since they believe that program corresponds with the students’ vocational these decisions will carry them through” [7]. targets and expectations. The data were assessed “According to the expectation theory, working using percentage, frequency, arithmetic average, motivation depends on the relationship perceived standard deviation, ttest, analysis of variance and between the performance and results, and individuals chi-square. The findings were analyzed according change their behaviors according to the estimations tothe expectancy theory proposed byVroom. concerning the envisaged results” [8]. This condition has a practical and positive benefit on increased 1. Introduction motivation. This theory is based on the view that motivation originates from a person’s reliance in Music teacher training is a process that requires achieving her/his goals as performance or reward. the coexistence of some interdisciplinary features Since the expectation theory of motivation from the physiological, pedagogical and sociological emphasizes the eventual interactions that emerge as a fields. The issue of expectations associated with result of the environment-oriented individual music teacher training also concerns the theme of perceptions and personal expectations, it is classified motivation within educational psychology. as a process theory. The theory indicates that The word motivation comes from the Latin word individuals have different expectations, and could be “movere”, meaning “moving, and activation”. The motivated on condition that they believe in the concept of motivation, which is also defined as “A following conditions. desire or need that motivates, directs a person to do There is a positive correlation between the effort something in order to satisfy a desire or need” [1] being made and the performance. involves not only the activation of a person by Acclaimed performance brings a desired reward. another person in an attempt to work on a subject, but also the desire of the individual to work on a Reward meets an important need. subject [2]. The desire to meet the need is so strong that it is Various theories have been developed regarding motivation, which are classified as content theories worth making an effort [9]. and process theories [3]. Expectation Theory consists of two models. 2. Literature Review 2.1.2. Porter and Lawler’s Model of Advanced Expectancy Theory According to Lyman Porter and Edward Lawler, intense effort does not automatically 2.1. Process Theories result in high performance; two new variables intervene. The first is related to the condition that the Process theories are related to cognitive processes person has the required knowledge and skill; based on personal behaviors. These theories explain Otherwise, s/he will not show an effective motivation according to individuals’ expectations performance no matter how hard s/he tries [4].The regarding their perceptions and attainability of second variable includes the role perceived by a business rewards, as well as their values to satisfy person, which the behavior types that are expected the needs. The key point of these theories is related from the person. In other words, it is the defined to the purposes that motivate the individual [4]. mission of an employee, whose authority and responsibility are determined [4]. 2.1.1. Expectation Theory This theory was According to this theory, the performance propounded by Georgooulos, and subsequently displayed in terms of effort, knowledge, skill and developed by Victor H. Vroom, E.E. Lawler and perceived role will definitely be rewarded. This first Copyright © 2013, Infonomics Society 109 International Journal of Technology and Inclusive Education (IJTIE) , Volume 2, Issue 1, June 2013 stage expresses the result. In addition to Vroom’s the eventual performance. In order to have high model is the variable of fair reward. Everyone expectations, individuals are required to believe that compares their own performance with that of others, they have a certain level of control over the expected and attains an insight regarding the type of reward result. likely from their performance. In other words, some kind of rewardperception arises. If a person receives There is a positive correlation between efforts a reward that is perceived as inferior to this fair and performance, reward, s/he will not be satisfied. Thus, the Favourable performance will result in a desirable expectation of the person will be influenced. The reward, value of the result and the expectation will be The reward will satisfy an important need, influenced according to the satisfaction level, and the The desire to satisfy the need is strong enough to process will repeat [4]. make the effort worthwhile 2.1.3. Vroom Model: This theory, which was developed by Victor H. Vroom in 1964, tries to Instrumentalism-Probability (I→O): explain human behaviors in terms of the objectives Instrumentalism is a person’s expectation that s/he and selections of the individual, as well as the will be rewarded on condition that the performance expectations of achieving these objectives [10]. expectation is met. This reward might be a salary The theory is based on cognitive process regarding increase, promotion, recognition or the feeling of how a person handles different motivational success. If the whole performance is rewarded, the elements. This is done before making the ultimate degree of instrumentalism will be lower. choice. The outcome is not the sole determining factor in making the decision of how to behave [6]. Valence–V (R): Valence is the value that is Vroom (1964) defines motivation as a process that attributed by individuals to rewards, based on their enables individuals to make a selection between needs, targets, values and motivation sources. alternative voluntary activity fields, and which is Factors associated with the individual's valence for controlled by the person. The person makes preferences and Sources of Motivation Strength of an selections based on estimations of whether the individual’s preference fob a particular outcome. expected outcomes of a certain behavior will The valence refers the value the individual correspond to the desired result, or whether the personally places on the rewards. -1 →0→ +1 desired result will be achieved. Motivation is a product of an individual’s expectation of whether a -1= avoiding the outcome certain level of effort will deliver the desired 0= indifferent to the outcome performance, as well as the mediator role of this +1=welcomes the outcome performance in attaining a certain result, and the desire level of this result(known as valence) [11]. Figure 1. Vroom’s VIE Expecancy Theory Motivation-oriented expectation theory explains the behavioral process, which causes individuals to adopt one behavioral selection in preference to another. It also explains how people make decisions to attain the required result. Vroom presents three variables within the framework of the expectation theory: valence (V), expectation (E) and instrumentalism (I). Expectation–Probability (E–P): Expectation is a person’s reliance that their efforts (E) will result in achieving the desired performance (P) targets. It is generally based on a person’s past experiences and self-confidence (selfefficacy), as well as the perceived complexity of the performance Standard or In order for the valence to be positive, the person target. Elements related to expectation perception must prefer attaining the outcome to not attaining it are: self-efficacy, target complexity and control. [12]. Many recent studies have focused on Self-efficacy a person’s reliance on the efficacy of occupational targets and expectations [13–24], successfully fulfilling a certain behavior. Target because these variables have been effective in complexity occurs when the targets are too successfully estimating occupational success [14]. challenging, or when obstructed performance Similarly, according to [25], while occupational expectations result in lower expectations. Control, targets imply the occupations that are ideally refers to an individual’s perception of control over preferred or desired by individuals, occupational Copyright © 2013, Infonomics Society 110 expectations indicate expected occupations, important in occupational targets and expectations. considering the realities of the labor market [14]. Musical instrument training has a distinct importance Several studies [19–24] reveal that a series of in vocational music teaching, and is considered one subjects are studied, such as the determination of the of the most important lessons in qualifying to descriptive analyses of targets and expectations of become a music teacher.
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