‘I am over it, fatigued, and overworked’: Australian music educators’ insights since the pandemic

This paper focuses on the changes Australian music educators experienced in their work as they faced teaching during the pandemic. The authors are tertiary music educators in Melbourne who experienced the longest lockdown in the world with weighty restrictions working from home. In light of this, they received ethical approval in 2021 to undertake a study Reimaging the future: music teaching and learning, and ICT in blended environments in Australia. Peak Australian music organisations consented to disseminate an anonymous Qualtrics survey link to members (early childhood, primary, secondary, tertiary, and instrumental teachers). The design included closed and open ended questions regarding remote teaching, technology, and wellbeing. This paper addresses two specific questions: In what ways has the pandemic impacted your role and work as a music teacher? What have you done to maintain your sense of wellbeing since returning to the classroom in 2022? Data gathered between December 2022 to February 2023 (N=108) were thematically analyzed. The findings highlight the challenges and opportunities teachers experienced in 2022. Of concern were the large proportion who reported extreme fatigue and burnout. The PERMA model serves as a useful framework to discuss three overarching themes (sustaining connections, workplace impact, shifts in teaching). While generalisations to other countries and subject areas cannot be made from this study, recommendations are offered. The response ‘I am over it, fatigued, and overworked’ aptly describes how teachers felt. The authors argue that creating supportive workplace cultures that raise awareness of mental health, may reduce the stigma, and may help teachers remain in the profession, bolstering their confidence and wellbeing.