Abstract
Drawing from inquiry on human motivation can serve to inform seasoned educators in questing for a more individualized form of professional development. Experienced music teachers who have moved beyond the formative stages benefit from crafting self-defined experiences that satisfy needs-based states. Research in self-determination theory reveals that feelings of autonomy, competence, and relatedness serve as stimulus for directing and sustaining the drive toward personal fulfillment. By reflecting on this information, educators can develop a more personal plan designed to engage and stimulate the mid- to late-career stages. Maslow’s concept of metamotivation is explored in relation to the master music teacher and the desire for creating a more lasting legacy.
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