Music teacher wellbeing and flourishing in Australian primary schools

Teacher wellbeing is often generalised across roles, while a nuanced understanding of specialist teachers is often overlooked. This study used the positive psychology strengths-based PERMAH model to investigate factors that support wellbeing and flourishing of primary school music teachers in Australia and opportunities for growth. As part of a larger mixed-methods research project, data for this article were generated through interviews with 14 music teachers who deliver primary school class music and were analysed using reflexive thematic analysis. Findings indicated that music teacher wellbeing was promoted by joy derived from students’ learning, passion for teaching music, and recognition and support from colleagues, leadership, and the community. Opportunities identified to grow teacher wellbeing included recognition of role-specific wellbeing needs, additional demands, valuing music teachers, reprioritisation of time, and unique health risks. This study emphasises the identification of effective strategies and areas for growth to support music teachers’ overall wellbeing.