Investigation of motivational factors among Chinese kindergarten teachers' engagement in music-specific professional development

National Chinese education reforms demonstrate a burgeoning interest in inculcating music in early childhood education. Music can be an important part of personal, educational, and social development in the early years of a child. Subsequently, many educators are turning to music-specific professional development (PD) programs, driving the need for music in their teaching. However, there is a lack of understanding of the factors that motivate kindergarten teachers to participate in PD. The study aims to determine why kindergarten teachers enroll in music-specific professional development (PD) programs tailored to music. RQ1: What are the primary drivers behind kindergarten teachers' involvement in music-specific PD? RQ2: How do motivational factors influence kindergarten teachers' involvement in music-specific professional development? A cross-sectional survey including 328 kindergarten teachers aged 20-40 was conducted online. Data analysis involved descriptive statistics, correlation, and moderation analysis. The study found that the important drivers of PD participation included personal interest in music, the potential for career growth, and peer and cultural influence. Additionally, the main motivational factors included self-efficacy, teaching effectiveness, and personal interest as the most influential motivational factors. Comprehensive PD initiatives should integrate intrinsic, career, and social dimensions to create a supportive, dynamic space where teachers can build music-related skills.