The purpose of this multiple-case study was to examine the career development, choices, and goals of elementary general music teachers who identified as instrumental majors during their undergraduate degree programs. Data collection included a questionnaire, interviews, participant journals, and observation field notes; data were organized using the theoretical framework of social cognitive career theory. Themes are presented in two categories: internal influences (self-efficacy and perceived differences between elementary music and instrumental music) and external influences (economy, undergraduate preparation, and working in elementary general music). Implications regarding the development of self-efficacy and preparation for teaching outside of one’s specialization are discussed.

The purpose of this exploratory study was to investigate the self-reported mental health state of US music majors. The participants ( n = 252) completed a researcher-designed online survey, including questions regarding mental health literacy and the DASS-21 (Depression Anxiety Stress Scale). The survey also included three open-ended questions about mental health as music majors. We analyzed quantitative data using descriptive statistics, one-way analysis of variance (ANOVA), and factor analysis; we coded and qualitatively analyzed open-ended responses. Results suggested that (a) a majority of music major participants in this study reported mild to extreme levels of depression, anxiety, and stress; (b) factor analysis of the Mental Health Literacy scale developed for this survey suggested a two-factor solution of mental health literacy, differentiated by locus of control; and (c) the heavy workload and curricular obligations, as well as the emotional connection to music-making and critique, contributed to self-reported challenges.

Researchers have published an increasing number of reports about undergraduate music students suffering from depression, anxiety, and stress as well as of in-service teachers’ experiences with burnout. Whether an undergraduate music student, a teacher, or a teacher educator, those in our profession need to increase awareness of the prevalence of stress and mental health concerns in music education. Along with presenting information to increase mental health literacy, this article discusses the use of self-care as a form of stress reduction among current and future music educators.