Date

11-13-2024

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Nathan Street

Keywords

burnout, reversal, rural, music educators, coping strategies, self-determination theory

Disciplines

Music

Abstract

This qualitative, deductive, narrative inquiry will examine how to reverse burnout among music educators in rural schools in the United States. This study will also discuss the development of processes that aid in burnout recovery and passion reclamation. Despite the increasing acknowledgment of occupational burnout, more information is needed about reversing its effects among rural music educators. Further, the untold perspectives of this specific sub-set of music teachers could inform others enduring similar situations. This study examines the perspectives of six rural music educators in various states of burnout; two have reversed burnout, two are currently contemplating a career change, and two have left music education. These points of view, which have yet to be actively explored and documented from a rural school district perspective, shall be guided by an immersive qualitative narrative. Perspectives on rural cultural mindset, community dynamics and pressures, the nature of toxic and safe work environments, and applicable self-care methods have emerged as themes of the study. This work is significant because this aspect of rural music educators is under-represented. Since music educators share various commonalities, this study could benefit many future music educators and aid in preserving their careers and personal lives. The narrative design will assist readers and researchers by providing a human perspective. Further, this study method could encourage future examinations, providing better insight into rural and urban music educators’ perspectives, specific grade levels, or specific music subject areas.

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