Female music educators’ stress and well-being in the height of a global pandemic in the United States

Abstract

Stress can affect teachers’ mental and physical health, student-teacher relationships, and energy levels. During the COVID-19 pandemic, educators around the world experienced stress in terms of worry for their students and for their own well-being in terms of energy levels, sleep and anxiety. The purpose of this study was to examine female music educators’ stress, stressors, and well-being during 1 year in the height of the COVID-19 pandemic. We examined these factors with participants, approximately 1 year into the pandemic in spring 2021 and this study explored the same educators’ stressors 1 year later in spring 2022. Through this comparative case study, eight self-identified female music educators completed a questionnaire and participated in focus groups. We approached data collection through the theory of wellbeing and uncovered four themes; (a) self-care and mental health; (b) pressure and frustration; (c) scheduling and reprioritization; and (d) accommodation. Results suggest female participants experienced personal and professional stressors during the COVID-19 pandemic that impacted their well-being, with feelings of burnout, anxiety, and desires to possibly leave the teaching profession.