[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-597026-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-597026-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","canadian-music-teachers-burnout-and-resilience-through-the-second-wave-of-the-covid-19-pandemic","Canadian Music Teachers’ Burnout and Resilience Through the Second Wave of the COVID-19 Pandemic","","The COVID-19 pandemic disrupted teachers’ wellbeing worldwide, and Canadian music teachers faced added constraints from health regulations and school policy revisions restricting indoor singing and wind-instrument performance. This forced abrupt changes in teaching practice, including relocation and new instructional tools, and shaped concerns about burnout and attrition. Using mixed methods with surveys, questionnaires, and focus groups, the study examined teachers’ wellbeing in Manitoba, finding strenuous conditions alongside notable resilience.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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the study find about burnout risk and resilience?",{"text":72,"@type":64},"Music teachers reported significantly strenuous working conditions, leading many to consider early retirement or resignation, while also demonstrating considerable resilience in navigating the educational landscape.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597026,1792167372,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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\nJordan Laidlaw  \nIndependent Researcher  \nAbstract  \nThe COVID-19 pandemic globally impacted teachers’ wellbeing as they adjusted their practices to accommodate physical distancing, online learning, and hybrid models. Coinciding these changes, music teachers were impacted by local health regulations and school divisional policy revisions prohibiting singing and playing wind instruments indoors. Consequently, music teachers were required to abruptly change their practice, were displaced to alternative locations (e.g., gymnasiums), and/or were required to use travelling carts to teach. Research into the impacts that COVID-19 policy changes had on school music remains limited in Canadian contexts. To provide insight into this phenomenon, the research question was formulated: “What are music teachers’ perspectives on how the COVID-19 pandemic impacted their sense of wellbeing?” To facilitate the inquiry, a mixed-methods approach was utilized via an online attitudinal survey, a questionnaire, and focus group discussions. In total, 218 music teachers across Manitoba, Canada participated in the online survey and completed the questionnaire while 21 music teachers participated in focus group discussions. Findings demonstrated that music teachers experienced significantly strenuous working conditions throughout the pandemic, resulting in many teachers considering early retirement or resignation. Despite these challenges, music teachers demonstrated considerable resilience as they navigated the educational landscape in the province.  \nKeywords: teacher wellbeing, music education, COVID-19  \nThroughout the COVID-19 pandemic, teachers around the world reported increased work hours, stress, and difficulties adapting to physical distancing regulations and online teaching (Herman et al., 2021; Pattison et al., 2021; Sokal et al., 2021). Inquiry into teachers’ wellbeing and risk of occupational burnout is well-established as the teaching profession is identified as a high stress profession (Clarà, 2017; Papastylianou et al., 2009; Yonezawa et al., 2011). Even prior to the onset of the COVID-19 pandemic, inquiry pertaining to teachers’ stress (Falecki & Mann, 2015; Papastylianou et al., 2009), resilience (Ainsworth & Oldfield, 2019; de Wal et al., 2020; Granzera et al., 2015; Gu & Day, 2013), and organizational attrition (Beltman et al., 2011; Clarà, 2017; Falecki & Mann, 2015; Yonezawa et al., 2011) was investigated.  \nDespite the importance of investigating how teachers coped with significant changes to their teaching practices, inquiry into the impacts ofthe COVID-19 pandemic on teachers’ wellbeing is limited but emerging (Chan et al., 2021). In the Canadian context, Sokal et al. (2021) found that Canadian teachers experienced high stress and faced difficulty adapting to new workplace expectations. Despite these challenges, Canadian teachers largely persevered and adapted to support students’ learning (Sokal et al., 2020). There is limited inquiry into the impacts the pandemic has had on specialist educators (e.g., music and physical education). López-Fernández et al. (2021) found that physical education teachers experienced high levels of stress adapting to virtual learning contexts and they needed professional development to supplement their practices.  \nResearch into the impacts that the pandemic-related policy changes have had on school music teachers’ practice (Calderón-Garrido & Gustems-Carnicer, 2021; Gül, 2021; Okay, 2021; Shaw & Mayo, 2022) and sense of wellbeing (Cheng & Liam, 2021; Hash, 2021; Shaw & Mayo, 2022) is ongoing. As music education programs across Canada were affected, Choral Canada (2022) issued the statement: “Singing has been banned or heavily restricted in Canadian schools during the COVID-19 pandemic, leaving students without vital music programs in their school that not only benefit musical learning, but also studen","cbCaisdB0hWA0LxY","https://ap.wps.com/l/cbCaisdB0hWA0LxY","pdf",382217,15,"English","# Abstract\n## Background\n## Research question and methods\n## Key findings","[{\"question\":\"How did COVID-19 pandemic policies affect Canadian music teachers’ teaching practices?\",\"answer\":\"Policies restricting indoor singing and wind-instrument performance required music teachers to change practice quickly, often relocating lessons (e.g., to gymnasiums) and/or using travelling carts.\"},{\"question\":\"What research methods were used to study music teachers’ wellbeing?\",\"answer\":\"A mixed-methods design used an online attitudinal survey, a questionnaire, and focus group discussions to capture both quantitative and qualitative data.\"},{\"question\":\"What did the study find about burnout risk and resilience?\",\"answer\":\"Music teachers reported significantly strenuous working conditions, leading many to consider early retirement or resignation, while also demonstrating considerable resilience in navigating the educational landscape.\"}]","Canadian Music Teachers’ Burnout and Resilience Through the Second Wave of the COVID-19 Pandemic | PDF",1792084233,38]