Author Identifier (ORCID)
Abstract
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.
Keywords
flourishing, music education, PERMA, positive psychology, Wellbeing
Document Type
Journal Article
Date of Publication
1-1-2026
E-ISSN
14699893
ISSN
14613808
Publication Title
Music Education Research
Publisher
Taylor & Francis
School
School of Education
RAS ID
100052
Funding Information
This research was supported by an ECU Higher Degree by Research Scholarship.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Meng, H., Goopy, J., & Lemon, N. (2026). Music teacher wellbeing and flourishing in Australian primary schools. Music Education Research. Advance online publication. https://doi.org/10.1080/14613808.2026.2710630