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Martina competencies as a musician do not seem to help her with the students who are becoming disinterested in orchestra why? Using ideas from expectancy theory what would you advise her to do to improve her leadership with the high school orchestra

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Answer 1

Martina's competencies as a musician may not necessarily help her with students who are becoming disinterested in the orchestra due to a potential lack of alignment between her musical skills and the leadership skills required to engage and motivate students.

While being a skilled musician is valuable, it does not automatically translate into effective leadership or the ability to inspire and connect with students.

Drawing from expectancy theory, which suggests that motivation is influenced by the belief that effort leads to performance and performance leads to rewards, I would advise Martina to consider the following to improve her leadership with the high school orchestra:

Set clear performance expectations: Clearly communicate the performance expectations to the students, providing them with a clear understanding of what is required and how their efforts contribute to the overall success of the orchestra. Establishing specific goals and objectives can help create a sense of purpose and motivation.

Provide meaningful feedback: Offer constructive feedback and recognition for the students' efforts and progress. Recognize and celebrate individual and collective achievements to reinforce their motivation and dedication.

Foster a supportive and inclusive environment: Create a positive and inclusive atmosphere where students feel valued, respected, and supported. Encourage collaboration, teamwork, and mutual support among the orchestra members.

Incorporate student input and choice: Involve the students in decision-making processes and repertoire selection, allowing them to have a sense of ownership and influence over the orchestra's direction. This can enhance their engagement and commitment.

Offer additional opportunities: Provide opportunities for growth and development, such as organizing workshops, guest performances, or collaborations with other musical groups. These experiences can broaden the students' horizons and ignite their passion for music.

By focusing on her leadership skills and applying expectancy theory principles, Martina can create an environment that motivates and engages the students, helping to address their disinterest in the orchestra and foster a more vibrant and thriving musical community.

Learn more about leadership here:

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