Mixed-method analysis reveals that mentor roles enhance autonomy and competence in community music education, suggesting the need for mentorship training.
Key Points
Mentor roles enhance psychological health and professional identity among community music educators, suggesting impactful shifts in teaching dynamics.
Participants in mentor-led programs scored higher in autonomy, competence, and sense of community, with significant differences in psychological measures.
Analysis included semi-structured interviews and quantitative assessments using various psychological scales to evaluate community belonging.
Findings support the relevance of self-determination theory and highlight the importance of mentorship training for sustainable education programs.