ABSTRACT
The COVID-19 pandemic disrupted many aspects of life, including the instructional practices of music educators. The purpose of this study was to examine music teachers' well-being following the disruptions in schooling that resulted from the pandemic in the Spring of 2020. We also investigated how disruptions may have affected music teachers' perceptions of their efficacy and the status of the profession. A questionnaire was completed by 2,023 music teachers who were members of the National Association for Music Education. We collected data related to (a) demographic and institutional information, (b) well-being, (c) teaching efficacy, (d) the impact of the pandemic upon the profession, and (e) the impact of the pandemic upon student learning. The questionnaire included the PERMA Profiler, a measure of well-being, and a portion of the Depression, Anxiety, and Stress Scale (DASS-21). Both PK-12 and collegiate teachers reported significantly lower levels of overall well-being and significantly higher levels of depression than published norms. Additional analyses examined the relationship of individual difference and teaching context variables to the well-being measures, perceptions of teaching efficacy, and perceptions of the pandemic's impact on student learning.