Date

9-17-2026

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Bradley Foust

Keywords

burnout, professional isolation, middle school music educators, support

Disciplines

Education | Music

Abstract

This phenomenological study examined the lived experiences of middle school music educators (MSMEs) in Georgia to understand how burnout, professional isolation, support, and advocacy influence their professional experiences and sustainability. These educators navigate instructional tasks, program administration, and responsibilities beyond the classroom. 10 MSMEs, including 5 band directors, 3 orchestra directors, and 2 chorus directors, participated in virtual semi-structured interviews. Data were analyzed through an inductive coding process to identify patterns across participants’ experiences. 4 themes emerged from the findings: (a) relational and musical growth sustains the work, (b) burnout accumulates through role overload and personal investment, (c) discipline-specific professional isolation shapes the experience, and (d) informed administrative advocacy and structural support sustain career longevity. Participants described student growth, meaningful relationships, and professional purpose as sources of fulfillment despite demanding working conditions. Burnout was associated with cumulative responsibilities, performance expectations, student needs, administrative and logistical demands, and work-life spillover. Participants also described isolation resulting from limited access to colleagues who understood the specialized demands of music education. Administrative advocacy, meaningful peer and mentorship networks, access to resources, protected time, and informed autonomy emerged as important conditions for sustainability. The findings provide implications for administrators, teacher preparation programs, professional organizations, and policymakers seeking to strengthen support and improve educator retention.

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