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Primary data come from journal entries written over six years and analyzed retrospectively, rooted in reflective practice. Autobiographical and phenomenological lenses support repurposed secondary sources such as notes, emails, text messages, and video. 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Vitale  \nNipissing University  \nAbstract  \nThis study investigates teacher stress, anxiety, and burnout through my experience teaching music in a suburban Toronto secondary school between 2002 and 2008. Primary data sources include a rich collection of journal entries I have written over a six-year period, which were retrospectively analyzed in this study. Hence, this study is principally rooted in reflective practice. In addition, this study is informed through autobiographical and phenomenological lenses. These other two lenses have allowed me to incorporate secondary source data (anecdotal notes, emails, text messages, and video footage) that were repurposed for this study. Findings have exposed two principal thematic representations from the data, namely; (a) those that directly or indirectly addressed extracurricular performances, and (b) fear of failure. Reexperiencing my experience has been exceedingly therapeutic and cathartic for me, providing insight and transparency into the demanding nature of music pedagogy at the secondary school level. In addition, findings have helped me to refine and develop my current and future pedagogy as a teacher educator.  \nKeywords: reflective practice, autobiographical, teacher stress, anxiety, and burnout, music education  \nJohn L. Vitale is an Associate Professor in the Schulich School of Education at Nipissing University (Brantford Campus). He teaches Music Education and Curriculum Methods in the Bachelor of Education Concurrent Program, as well as general Research Methods in the Master of Education Program. With over a decade of experience in the high school music classroom, Dr. Vitale’s principal research interests lie in music education.  \nEmail: [j](johnv@nipissingu.ca)[ohnv@nipissingu.ca](johnv@nipissingu.ca)  \nBrock Education, Vol. 22(1), Fall 2012, 56-72  \nJohn L. Vitale The Perfect Storm: Stress, Anxiety and Burnout  \nIntroduction and Purpose  \nI consider myself fortunate to have had the experience of teaching secondary school music for well over a decade. Despite the numerous successes that I have had during this experience, stress and anxiety slowly began to imbue my daily teaching. In the end, I exhibited many signs of teacher burnout. The most valuable coping mechanism for me during times of elevated stress and anxiety, however, was reflective practice. It is no surprise, therefore, that the largest number of reflections that I have written during my entire educational career coincided with a six-year period of teaching music in a suburban Toronto secondary school (from 2002 to 2008), where I experienced extreme levels of stress and anxiety. I will refer to this particular secondary school as Melody High (a pseudonym) throughout the duration of this article.  \nAs an individual who made the switch to teacher educator, I quickly realized that the sixyear period of teaching at Melody High provided me with an extensive pool of rich and detailed primary data. Hence, I started the arduous process of sorting and categorizing my reflections about a year ago. As I started to comb through the primary data, I discovered many other secondary data sources (anecdotal notes, emails, and video footage, for example) that helped paint a clear picture of my six-year tenure at Melody High. In sum, the retrospective investigation of these stress, anxiety, and burnout-laden data sources is the principal purpose of this study.  \nContextual Framework: The Perfect Storm  \nPrior to my arrival in 2002, Melody High had been in operation for nine years with a scant and paltry music program and not one wind instrument in stock. The lack of financial support and avery low level of music education advocacy created a revolving door of music teachers. In its 10th year of operation, a new administrator finally recognized this tragedy and wanted to right the ship. He started by hiring an experienced music ","cbCaiaQ3GlCrzPP4","https://ap.wps.com/l/cbCaiaQ3GlCrzPP4","pdf",1512513,17,"English","# Introduction and Purpose\n# Contextual Framework: The Perfect Storm\n# Literature Review","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study retrospectively investigates stress, anxiety, and burnout-laden experiences from the author’s six-year music teaching period at Melody High.\"},{\"question\":\"Which data sources does the study use?\",\"answer\":\"Primary sources are journal entries from 2002 to 2008, retrospectively analyzed. Secondary sources include anecdotal notes, emails, text messages, and video footage.\"},{\"question\":\"What two main themes emerge from the findings?\",\"answer\":\"The findings identify two principal thematic representations: extracurricular performances (directly or indirectly) and fear of failure.\"}]","The Perfect Storm - Stress, Anxiety and Burnout in the Secondary School Music Classroom | PDF",1792079402,43]