The purpose of this study was to explore music performance anxiety (MPA) from music teachers’ perspectives by identifying and describing common coping strategies teachers use to support students with MPA. A quantitative content analysis of scientific and non-scientific MPA literature identified preparation, open communication, realistic expectations, exposure therapy and deep breathing as the five most common coping strategies mentioned in the literature. Qualitative thematic analyses of existing literature and interview transcripts from five piano teacher participants provided descriptions of the five commonly identified coping strategies. A comparison of literature and interview results suggests a gap between research knowledge of MPA and practical teaching application. While music teachers employ a variety of strategies to help students cope with MPA, they may also benefit from formal MPA training opportunities grounded in research to provide additional resources for effectively managing students with MPA.

本研究的目的是通过识别和描述教师用来支持 MPA 学生的常见应对策略，从音乐教师的角度探讨音乐表演焦虑 (MPA)。对科学和非科学 MPA 文献的定量内容分析确定准备、坦诚交流、现实期望、暴露疗法和深呼吸是文献中提到的五种最常见的应对策略。对现有文献和五位钢琴教师参与者的访谈记录进行定性主题分析，描述了五种常见的应对策略。文献和访谈结果的比较表明 MPA 的研究知识与实际教学应用之间存在差距。