The purpose of this collective case study was to examine elementary music teachers’ mental health and well-being during the COVID-19 pandemic. The research questions were: 1) What factors influenced music teachers’ mental health and well-being during COVID-19?; 2) How did music teachers support their own mental health and well-being during COVID-19?; 3) How might stakeholders (such as schools, administrators, and community members) better support educators during challenging times? Data included semi-structured interviews, informal observations, and a researcher journal. Participants were three elementary music educators teaching K–5 music in geographically and demographically diverse public schools throughout the COVID-19 pandemic. Through “data transformation” (Glesne, 2006), I explored the essence of the teacher’s experiences as they described their mental health and well-being during the pandemic. Five themes related to mental health and well-being emerged: (1) connection, (2) support, (3) anxiety, (4) self-care, and (5) resiliency. Findings from this study revealed the negative effects of the pandemic, particularly on educators’ levels of anxiety. Also, findings revealed the influence of self-care and support which contributed to the educators’ resiliency during the pandemic. Implications for music educators, music teacher educators, and other stakeholders are discussed within the context of this study.
Van Klompenberg, Abigail
"Influences on General Music Teachers' Mental Health During the Collective Trauma of COVID-19,"
Visions of Research in Music Education: Vol. 44, Article 5.
Available at: https://digitalcommons.lib.uconn.edu/vrme/vol44/iss1/5