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The main purpose of the current study was to examine the utility and usefulness of Holland's Theory of Personalities in Work Environments to understand the match between personality and the desire for music education. The participants included 99 pre-service music teachers in Turkey. The findings revealed that the pre-service music teachers were, foremost, artistic. To a lesser degree, they were social and conventional. In addition, significant relationships existed between personality types and satisfaction with studying in the department of music education. Based on these findings, it seems that Holland's Theory provides a useful framework for understanding music pre-service teachers' satisfaction with studying music education. Future researchers may use this theory with practicing music teachers to examine its explanatory and predictive power in the workplace.

Guided by three theoretical frameworks in vocational psychology, (i) theory of work adjustment, (ii) two factor theory, and (iii) value discrepancy theory, the purpose of this study was to investigate Turkish pre-service music teachers' values and the role of fit between person and environment in understanding vocational satisfaction. Participants were 85 students enrolled in the department of music education in a Turkish university. The Minnesota Importance Questionnaire (MIQ) was used to examine the participants' values in six dimensions: achievement, comfort, status, altruism, safety and autonomy. Results revealed that the pre-service teachers value achievement most followed by autonomy, which suggests that they would like to have a sense of accomplishment and control in their future job. The degree to which their values fit their predictions about future work environment was found to be highly correlated with vocational satisfaction. These results provided evidence that the vocational theories used in the current study offers a helpful and different perspective to understand the pre-service teachers' satisfaction with becoming a music teacher in the future. We believe that researchers in the field of music education may use these theories and MIQ to examine the role of values in pre-service and in-service music teachers' job satisfaction.

The purpose of this study was to examine individual differences in the field of music education. The "Big Five" model of personality served as the framework to help meet the purpose. Using a sample of 83 music pre-service teachers enrolled in a department of music education, we found that music pre-service teachers scored high in the Openness, Conscientiousness, Extroversion and Agreeableness dimensions but low in the Neuroticism dimension of personality. This finding suggests that the music pre-service teachers possess the personality type that the scientists suggest is ideal for teachers. Two dimensions of personality (Openness and Extroversion) were positively correlated with the music pre-service teachers' satisfaction in studying in the department of music education. (Contains 5 tables.)

The main purpose of this study was to examine the relationship between pre-service music teachers' personalities and their motivation for computer-assisted music instruction (CAI). The "Big Five" Model of Personality served as the framework. Participants were 83 pre-service music teachers in Turkey. Correlation analysis revealed that three dimensions of personality (Extroversion, Openness and Conscientiousness) were positively related to participants' motivation for CAI. Stepwise regression analysis revealed that only Extroversion and Openness dimensions made a significant contribution to the prediction of motivation. These results suggest that pre-service music teachers who see themselves as extroverted, sociable, organised, careful and disciplined tend to be more motivated to use CAI than those who see themselves as introverted, reserved, disorganised, careless and impulsive. (Contains 5 tables.)